scholarly journals Academic performance under COVID-19: The role of online learning readiness and emotional competence

2022 ◽  
Author(s):  
Yurou Wang ◽  
Mengya Xia ◽  
Wenjing Guo ◽  
Fangjie Xu ◽  
Yadan Zhao
Keyword(s):  
Online Learning ◽  
Academic Performance ◽  
Emotional Competence ◽  
Learning Readiness ◽  
Online Learning Readiness

The effect of new online learning readiness on perceived usefulness of open distance learning implementation during Covid-19 outbreak

2021 ◽  
Author(s):  
S. A. Siti Nurshahidah ◽  
H. Mohd Sufiean ◽  
R. Abdul Rauf ◽  
Y. Fatimah Yazmin ◽  
A. W. Shafezah ◽  
...  
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Perceived Usefulness ◽  
Learning Readiness ◽  
Online Learning Readiness

Online Learning Readiness

2020 ◽  
Vol 34 (3) ◽  
pp. 180-193 ◽  
Author(s):  
Tanya Joosten ◽  
Rachel Cusatis
Keyword(s):  
Online Learning ◽  
Learning Readiness ◽  
Online Learning Readiness

Preparing Online Learning Readiness with Learner-Content Interaction

2016 ◽  
pp. 586-614
Author(s):  
Juhong Christie Liu ◽  
Elaine Roberts Kaye
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Online Courses ◽  
Learning Readiness ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Content Interaction ◽  
Online Learning Readiness ◽  
Synchronous Online

Online learning readiness is fundamental to student successful participation, presence, and interaction in online courses. Effective facilitation of these key components depends on sound instructional design. In self-directed online environments, learner-content interaction and scaffolding self-regulated learning have been found of primary importance to generate meaningful learning. To provide a solution to the challenges of interoperability of various functions in synchronous online learning environments, this chapter presents a case study about the design and development of a self-paced orientation to help students acquire online learning readiness. Learner-content interaction is strategically utilized in the design to scaffold self-regulated learning. The results of the case study demonstrate that this orientation positively prepares students to be ready for learning in a synchronous online environment. The approach can be of practical use to individuals and groups.

scholarly journals Measuring Online Learning Readiness during Corona Virus Pandemic: an Evaluative Survey on History Teachers and Students in Tembilahan, Riau, Indonesia

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Atqo Akmal
Keyword(s):  
Online Learning ◽  
High School Students ◽  
Learning System ◽  
Urban Region ◽  
Learning Readiness ◽  
History Teachers ◽  
Technical Problems ◽  
Corona Virus ◽  
Online Learning Readiness ◽  
The Way

Corona virus pandemic has rapidly changed the way of life, as well as the way of learning system in entire world. The need of information and communication technology (ICT) competencies and improved digital infrastructure are the main requirement to conducting the distance or online learning, In addition, both teacher and student must be adapted with this “abnormal” condition. Since the online learning or distance learning has been officially applied by Indonesian government at March 2020 then extended to unknown end time (the end of pandemic), a massive overhaul and evaluation are needed to begin a “new normal” learning period. This is an evaluative survey study about the online learning readiness during pandemic. The data has been collected equally using online survey platform from three hundreds high school students in the rural and urban region; and thirty history teachers. Based on the research, mainly students and teacher are not well prepared and fully ready for conducted online learning due to technical problems such as stability of internet access, internet network availability, and financial issue. Consequently, in long-term effect, the unbalanced in preparation of online learning could be resulted in digital divided which raise the inequality of quality education between the learners. 

scholarly journals Analysis of Online Learning Readiness Level at Universitas Nahdlatul Ulama Surabaya (UNUSA)

2021 ◽  
Vol 5 (01) ◽  
pp. 23-34
Author(s):  
Endang Sulistiyani ◽  
Rizqi Putri Nourma Budiarti
Keyword(s):  
Online Learning ◽  
Network Access ◽  
Measurement Instruments ◽  
Learning Readiness ◽  
Five Dimensions ◽  
Critical Success ◽  
Qualitative Approaches ◽  
Readiness Level ◽  
E Learning ◽  
Online Learning Readiness

Since a few years ago, blended learning has been implemented by UNUSA. However, until now, the implementation is still not optimal. Various obstacles, such as network access, availability of devices, and unclear rules in implementing online learning, still occur. Readiness analysis is one of the critical success in online learning implementation.  The main objective of this research is to conduct online learning readiness studies at UNUSA. This research was carried out in three main stages: the preparation of measurement instruments, data collection, and analysis of readiness level. The method used is descriptive research method with quantitative and qualitative approaches. The Seakow & Samson e-learning readiness model with five dimensions of readiness, namely policy, technology, financial, human resource, and infrastructure, is used in this study. The result of this study shows that that UNUSA's level of readiness in implementing online learning is in the Ready category, requiring improvement to implement it with a readiness score of 3.68. The dimension with the highest score is technology, which is 3.84. Meanwhile, infrastructure and policy scored 3.77 and 3.72, respectively. The human resources dimension has a readiness score of 3.6. In contrast, the dimension with the lowest score is the financial dimension.

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

Understanding Students’ Use of Online Learning Tools through Online Learning Readiness Assessment

2014 ◽  
pp. 227-240 ◽  
Author(s):  
Kriengsak Panuwatwanich ◽  
Rodney A. Stewart
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Engineering Students ◽  
Assessment Tools ◽  
Learning Tools ◽  
Readiness Assessment ◽  
Learning Readiness ◽  
Postgraduate Students ◽  
Online Learning Readiness ◽  
The Relationship

Understanding the readiness of students to undertake online education has been viewed as a necessary precursor to ensuring their success in an online learning environment. To serve this purpose, a number of Online Learning Readiness (OLR) assessment tools have been developed. However, the relationship between the students’ readiness, assessed by these tools, and the actual online learning outcomes has not been well established. This chapter presents a study that assesses the Online Learning Readiness (OLR) of a sample group of postgraduate engineering students and determines whether there is any association between the level of readiness and the extent to which the students use online learning tools. The research employed a questionnaire survey targeting a group of postgraduate students undertaking a project management course at Griffith University in Queensland, Australia. Based on the survey data from 30 valid responses, it was found that the sampled students had different levels of OLR and can be clustered into three main groups: developed, less-developed, and developing OLR, and that the higher level of OLR can be associated with more extensive use of online learning tools.

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