Learner Readiness

2021 ◽  
pp. 75-83
Author(s):  
Cathy James-Springer ◽  
Katherine Cennamo
Keyword(s):  
Learner Readiness

A Study on Learners’ Readiness and Perceptions of the Implementation of Blended Learning in UiTM Kedah

2019 ◽  
Vol 3 (2) ◽  
pp. 41
Author(s):  
Robekhah Harun ◽  
Zetty Harisha Harun ◽  
Laura Christ Dass
Keyword(s):  
Blended Learning ◽  
Successful Implementation ◽  
Learning Approaches ◽  
Learner Readiness ◽  
Learning And Teaching ◽  
Face To Face ◽  
Online Assessments ◽  
Research Findings ◽  
On Line ◽  
Learning Institutions

The increase in student enrolment and the need  to cater to students of diverse backgrounds have led to the adoption of blended learning in many higher learning institutions. Blended learning, which allows both face to face interaction and on-line delivery, has been adopted into many curricula. One such institution is University Technology MARA which is slowly introducing features of blended learning in its course syllabus beginning with practice to online assessments. However, to ensure successful implementation of blended learning as part of the curricula, there are several aspects for consideration such as learner and teacher readiness for blended learning. This paper examines issues regarding the use of blended learning as a delivery method at UiTM Kedah . The discussion in this paper focuses on learner’ readiness and perceptions of the blended learning environment. The data collected for this study are responses from learners to a questionnaire survey. The research findings form the basis for recommendations for the development of learning and teaching practices using blended learning approaches to enhance learners' learning experiences.  

Shifting Roles in Continuous Advising Sessions

Relay Journal ◽  
2019 ◽  
pp. 69-72
Author(s):  
Huw Davies ◽  
Robert Stevenson ◽  
Isra Wongsarnpigoon
Keyword(s):  
Learning Process ◽  
Transformational Learning ◽  
Learning Trajectory ◽  
Learner Readiness ◽  
Linguistic Support ◽  
Reflective Dialogue ◽  
Open Mind ◽  
To Receive

It is common for learning advisors to receive a request such as conversation practice or simple linguistic support in our institution simply because learners find them accessible and friendly. Although this may not be the usual role of a learning advisor, it can be the beginning of a long-lasting reflective dialogue. Learning advisors are aware that the learners’ initial interest is not necessarily an opportunity for reflection on their learning process. Nevertheless, they also acknowledge the fact that learner readiness for reflection varies depending on the learner. Thus, while advisors appear to be “conversation partners” at first, they endeavor to create reflective dialogues by incorporating advising strategies in each session. As the learning trajectory that the learner follows is not always straightforward, keeping an open mind and engaging in each advising session is crucial. The following stories depict the importance of openness to learners’ needs and maintaining continuous advising sessions in order to generate transformational learning.

Exploring readiness of learners to transfer training: an interactionist approach

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ragini ◽  
Piyali Ghosh
Keyword(s):  
Supervisor Support ◽  
Training Transfer ◽  
Training Programme ◽  
Situational Factor ◽  
Learner Readiness ◽  
Content Type ◽  
Indirect Impact ◽  
Transfer Training ◽  
Motivation To Transfer ◽  
Interactionist Approach

Purpose Purpose of this study is to investigate the role of learner readiness in enhancing transfer of training by empirically testing a moderated mediation mechanism in which learner readiness influences transfer through motivation to transfer, and this indirect impact is moderated by supervisor support. Design/methodology/approach The perception of trainees about the constructs considered has been captured through a survey of 250 employees of a unit of a manufacturing organization in India. For hypotheses testing, PROCESS macro developed by Hayes (2013) has been used. Findings Results have confirmed the significant role played by learner readiness in predicting transfer. This apart, supervisor support has been proved to moderate the indirect impact of learner readiness on transfer. Practical implications Trainees need to have pre-requisite knowledge to learn the content of a training programme, which would enable them to grasp such content and transfer the same subsequently to work. It is also essential that trainees are willing to attend any training voluntarily. Specific interventions may be designed for supervisors to bolster their catalytic role in training transfer. Originality/value An interactionist approach has been adopted by focussing on learner readiness as a less-studied trainee characteristic and supervisor support as a situational factor of transfer. This is construed as a significant contribution of this study to training literature. The potential overlap between learner readiness and motivation to transfer as trainee characteristics is seen to be neutralized by the presence of supervisor support as a moderator. Findings help in understanding how a trainee’s readiness and motivation, together with supervisor’s positive attitude, can enhance transfer.

English learners’ readiness for online flipped learning: Interrelationships with motivation and engagement, attitude, and support

2021 ◽  
pp. 136216882110274
Author(s):  
Lianjiang Jiang ◽  
Haoran Meng ◽  
Nan Zhou
Keyword(s):  
English Learners ◽  
Flipped Learning ◽  
Learner Readiness ◽  
Learner Motivation ◽  
Environmental Support ◽  
Motivation And Engagement ◽  
Learner Attitude ◽  
High Level ◽  
Survey Responses ◽  
The Impact

As one variant of the conventional flipped model, online flipped learning is increasingly implemented and it becomes important to explore how learners may be ready for it and how learner readiness may relate to motivation, attitude, and support. Informed by a multidimensional conceptualization of learner readiness and motivation and engagement, this study investigates the current situation of learner readiness, focusing on the moderating roles of learner attitude and environmental support in moderating the interrelationships between learner readiness and motivation and engagement in online flipped learning. Based on survey responses from 6,364 English learners across 11 Chinese universities, the results reveal that the students exhibited a generally high level of readiness for online flipped learning, though with significant demographic differences. The results also indicate that learner attitudes and environmental support moderated the impact of learner readiness upon learner motivation and engagement in online flipped learning. The findings call for attention to examine closely what dimensions of learner readiness could shape what aspects of motivation and engagement rather than simply assuming a linear causal relationship between readiness and motivation and engagement. A potential polarizing effect in online flipped learning is also highlighted, with implications discussed.

scholarly journals Resiliensi akademik dan kepuasan belajar daring di masa pandemi COVID-19: Peran mediasi kesiapan belajar daring

2020 ◽  
Vol 9 (2) ◽  
pp. 353-368
Author(s):  
Dewi Kumalasari ◽  
Sari Zakiah Akmal
Keyword(s):  
Online Learning ◽  
Student Satisfaction ◽  
Sampling Technique ◽  
Academic Resilience ◽  
Learning Readiness ◽  
Learner Readiness ◽  
Learning Satisfaction ◽  
Resilience Scale ◽  
Face To Face Learning ◽  
Online Learning Readiness

Abstract The COVID-19 pandemic accelerates the disruption in the education world to shift from face-to-face learning to online learning. Several challenges in implementing online learning potentially make online learning not run well, and later it will be affected by student’s satisfaction. This study aims to examine the effect of academic resilience on student satisfaction in online learning with the mediating role of online learning readiness. About 379 university students (aged 18-32 years (M = 20.55, SD = 1.87) whose hired by using the incidental sampling technique, participated in this study. The data were collected with three instruments: the academic resilience scale (ARS-30), Learner Readiness for Online Learning, and Student Satisfaction with Online Learning. The result showed that online learning readiness fully mediates the relationships between academic resilience and online learning satisfaction. Higher academic resilience increasing online learning readiness, then enhancing student’s online learning satisfaction. This study provides a valuable result for further research and intervention design related to academic resilience, learning readiness, and online learning satisfaction. Keywords: Academic resilience; College students; Online learning readiness; Online learning satisfaction AbstrakPandemi COVID-19 mengakselerasi distrupsi pada dunia pendidikan untuk beralih dari pembelajaran tatap muka menjadi pembelajaran daring. Sejumlah tantangan dalam mengimplementasikan pembelajaran daring berpotensi membuat pembelajaran daring tidak berjalan ideal dan nantinya berdampak pada kepuasan mahasiswa. Penelitian ini bertujuan untuk melihat pengaruh resiliensi akademik terhadap kepuasan mahasiswa dalam pembelajaran daring dengan peran mediasi kesiapan belajar daring. Penelitian ini melibatkan 379 mahasiswa berusia 18-32 tahun (M=20.55, SD=1.87) yang diperoleh melalui Teknik sampling incidental. Pengambilan data dilakukan dengan menggunakan skala the academic resilience scale (ARS-30), Learner Readiness for Online Learning dan Student Satisfaction with Online Learning. Hasil penelitian menunjukkan bahwa kesiapan belajar daring menjadi mediator dalam hubungan antara resiliensi akademik dan kepuasan belajar daring pada mahasiswa. Resiliensi akademik yang baik membuat individu memiliki kesiapan belajar daring yang lebih baik yang kemudian akan meningkatkan kepuasan dalam belajar daring. Hasil penelitian ini dapat menjadi dasar bagi pengembangan penelitian dan intervensi terkait resiliensi akademik, kesiapan belajar dan kepuasan belajar daring. Kata kunci: Kesiapan belajar daring; Kepuasan belajar daring; Resiliensi akademik; Mahasiswa

scholarly journals When Students Can Choose: Online Self-Study or In-College Learning of English for Academic Purposes

2020 ◽  
Vol 10 (2) ◽  
pp. 25
Author(s):  
Devora Hellerstein ◽  
Tina Waldman ◽  
Hanne Juel Solomon ◽  
Michal Arnon
Keyword(s):  
Learning Style ◽  
English For Academic Purposes ◽  
Bachelor's Degree ◽  
Learning Preferences ◽  
Financial Resources ◽  
Learner Readiness ◽  
Student Background ◽  
Self Study ◽  
Survey Results ◽  
Student Motivations

This study aimed to better understand what motivations drive students to select a self-study massive open online course (MOOC) or an in-college course with an instructor. The students were enrolled in one of three level courses of English for Academic Purposes (EAP), which was an accredited course required for the completion of their Bachelor's Degree, at three teacher education colleges in Israel. The study applied a mainly quantitative data collection method, with a qualitative component. The researchers distributed a survey to 236 students studying in one of the two conditions. They compared survey results between the two groups to examine student background, motivations, and perceptions in relation to choice of preferred learning style. Findings indicated that demographic factors had little effect on the students’ choice. In terms of student motivations, while some differences were found between the two groups in learning preferences, the greatest motivations for selecting a MOOC were extrinsic, with more students driven by financial and time constraints rather than a preference for autonomous learning. The perceptions of students who chose a MOOC indicated low learner readiness to study independently and, as such, a higher risk of not passing the required course. Despite claims that MOOCs represent the democratization of education – providing access to all, regardless of age, gender, financial resources, or other barriers, our findings reveal inequality between students learning English for Academic Purposes in higher education based primarily on financial resources.

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