The purpose of this study was to develop an effective instrument to measure student readiness in online learning with reliable predictors of online learning success factors such as learning outcomes and learner satisfaction. The validity and reliability of the Student Online Learning Readiness (SOLR) instrument were tested using exploratory factor analysis (EFA) and reliability analysis. Twenty items from three competencies–social competencies, communication competencies, and technical competencies–were designated for the initial instrument based on the Student Online Learning Readiness (SOLR) Model as a new conceptual model. An exploratory factor analysis (EFA) revealed that four factor-structures of the instrument of student readiness in online learning explained 66.69% of the variance in the pattern of relationships among the items. All four factors had high reliabilities (all at or above Cronbach’s α > .823). Twenty items remained in the final questionnaire after deleting two items which cross-loaded on multiple factors (social competencies with classmates: five items; social competencies with instructor: five items; communication competencies: four items; and technical competencies: six items). The four-factor structure of the Student Online Learning Readiness (SOLR) instrument has been confirmed through this study. Educators can use the Student Online Learning Readiness (SOLR) instrument in order to gain a better understanding of the level of freshmen college students’ online learning readiness by measuring their social, communication, and technical competencies. In addition, this study examined two factors of social integration in Tinto’s Student Integration Model (SIM) and has introduced the Student Online Learning Readiness (SOLR) conceptual model with the purpose of extending Tinto’s social integration model to online learning environments.

This study examines the construct validity of the Student Online Learning Readiness (SOLR) instrument. The SOLR instrument consists of 20 items to evaluate social competencies, communication competencies, and technical competencies in online learning. A large Midwestern university was selected to test the construct validity of the SOLR instrument. A total of 347 undergraduate students participated in this study. Confirmatory factor modeling approach was used to assess the construct validity of the SOLR instrument for this study. As a result of Confirmatory Factor Analysis (CFA), the hypothesized model of 20-item structure of the SOLR instrument was verified as a good fit for the data (χ2 (164, N=347)=1959.94, p<.001, IFI=.81, CFI=.81, GFI=.55, RMSEA=.016).

본 연구는 학생선수 개념의 의미가 시간의 흐름에 따라 변화할 것이란 전제를 바탕으로, 학생선수 개념이 시대별로 어떠한 의미의 변화를 겪으면서 담론이 되었는지 분석하고, 관련하여 스포츠교육계에 던질 새로운 교육적 함의를 제공하는 목적으로 수행되었다. 이를 위해 1970년대부터 2020년 사이에 국내에서 발간된 정책 보고서 및 문서 90여 편, 언론자료 약 400여 개가 수집되었고, 담론분석론에 기대어 작성한 분석틀을 토대로 학생선수 개념의 의미와 담론화를 분석하였다. 분석 결과, 1970-80년대에는 학습하지 않는 학교대표 운동선수, 1990년대에는 운동으로 대학 가는 학교운동부, 2000년대 공부하는 학생선수라는 의미가 덧붙여진 후, 2010년대에는 정책적 인권 보호 대상의 의미가 포함되었다. 즉, 개념이 지닌 의미는 시대의 흐름에 따라 누적되어 확장되었다. 이러한 의미의 변천을 통해 파악된 학생선수 개념은 운동(권), 학습권, 인권으로 담론화되었고, 이 담론들은 소멸 또는 대체된 것이 아니라 시기나 문제 상황에 따라 그 영향력을 달리하며 공존하고 있었다. 연구결과를 토대로 도출한 세 가지 교육적 함의는 첫째, 학생선수가 해야 할 공부와 역량에 대한 논의, 둘째, 관련 문제 해결에 대한 교육의 가능성 재고, 셋째, 학생선수 담론 확장의 필요성이다. 이는 학생선수와 관련된 새로운 논의 지점이 될 수 있음을 시사한다.