LLO, LASSI for Learning Online, is both diagnostic and prescriptive. The LASSI for Learning Online provides standardized scores (percentile score equivalents) and national norms for eleven different scales (there is no total score reported because this is a diagnostic instrument). It provides students with a diagnosis of their strengths and weaknesses, compared to other college students, in the areas covered by the eleven scales, and it is prescriptive in that it provides feedback about areas where students may be weak and need to improve their knowledge, skills, attitudes, motivations and beliefs.
LLO, LASSI for Learning Online, is an 11-scale, 88-item assessment of students’ awareness about and use of learning and study strategies related to skill (e.g., selecting main ideas and using cognitive learning strategies), will (e.g., maintaining motivation and having realistic goals), and self-regulation (e.g., time management and using a systematic approach to studying) components of strategic learning in online educational settings. In addition, a new scale has been added that does not appear on other versions of the LASSI. This new scale, the Communication Scale, was added because of the unique ways students, proctors, instructors or tutors interact in online environments. It is important that students understand and use these communication methods and tools so their attitudes about communicating online also contribute to their success.
The LLO can be used as:
- A screening measure to help students develop greater awareness of their learning and studying strengths and weaknesses in online settings;
- A diagnostic measure to help identify areas in which students could benefit most from educational interventions designed to help them be successful in online settings;
- A basis for planning individual prescriptions for both remediation and enrichment;
- A means for instructors to use to examine individual students’ scores and class trends to help them decide where to place the greatest emphasis for assignments, projects, individual logs, journals, portfolios and other class activities that can help students become more strategic learners in those parts of the course that use online instructional materials;
- A pre/post achievement measure for students participating in programs or courses focusing on learning strategies and study skills in online settings;
- An evaluation tool to assess the degree of success of intervention courses or programs; and
- An advising / counseling tool for college orientation programs, advisors, developmental education programs, learning assistance programs, and learning centers.
The LASSI was developed at the University of Texas at Austin by Claire Ellen Weinstein, Ph.D. and David R. Palmer, Ph.D.
Skill Component of Strategic Learning
The LASSI scales related to the skill component of strategic learning are: Information Processing, Selecting Main Ideas and Test Strategies. These scales examine students' learning strategies, skills and thought processes related to identifying, acquiring and constructing meaning for important new information, ideas and procedures, and how they prepare for and demonstrate their new knowledge on tests or other evaluative procedures.
Will Component of Strategic Learning
The LASSI Scales related to the will component of strategic learning are: Attitude, Motivation and Anxiety. These scales measure students' receptivity to learning new information, their attitudes and interest in college, their diligence, self-discipline, and willingness to exert the effort necessary to successfully complete academic requirements, and the degree to which they worry about their academic performance.
Self-regulation Component of Strategic Learning
The LASSI Scales related to the self-regulation component of strategic learning are: Concentration, Time Management, Self-Testing and Using Academic Resources. These scales measure how students manage, or self-regulate and control, the whole learning process through using their time effectively, focusing their attention and maintaining their concentration over time, checking to see if they have met the learning demands for a class, an assignment or a test, and using study supports such as review sessions, tutors or special features of a textbook.