This study aims to determine the effect of e-learning readiness on learning engagement and to find out which aspects have the greatest influence. The design of this research is correlational research, conducted via a questionnaire. The research sample was comprised of 125 students from the Faculties of Psychology, Law, Education, and Teacher Training at the Muhammadiyah University of Surabaya, Indonesia. Measuring e-learning readiness consists of 3 dimensions: computer / internet self-efficacy; online communication self-efficacy; and self-directed learning abilities. The dimensions of measuring learning engagement are cognitive, affective, and behaviour. Data were analysed using regression models. The results indicate that learning readiness contributed to the variance of learning engagement by 26%. The biggest contribution from each dimension of e-learning readiness to engagement is self-directed learning, then internet self-efficacy, and online communication self-efficacy. However, the study also obtained anecdotal evidence that the subjects were not satisfied with e-learning because they did not get data about the material.
Keywords: learning enggagement, e-learning readiness, covid19
The Effects of Background Variables and Learning Engagement of Adult Learners on Their Capacity for Self-Directed Learning
