scholarly journals The Investigation of University Students Online Learning Readiness Levels

2021 ◽  
pp. 144-163
Author(s):  
Sibel DEMİR ◽  
Esra EREN
Keyword(s):  
Online Learning ◽  
University Students ◽  
Learning Readiness ◽  
Online Learning Readiness

scholarly journals Online Learning Readiness Among University Students in Malaysia Amidst Covid-19

2020 ◽  
Vol 16 (2) ◽  
pp. 45 ◽  
Author(s):  
Ellen Chung ◽  
Geetha Subramaniam ◽  
Laura Christ Dass
Keyword(s):  
Online Learning ◽  
University Students ◽  
Online Teaching ◽  
Learning Experiences ◽  
Learning Readiness ◽  
Telecommunication Companies ◽  
Readiness To Learn ◽  
Face To Face Learning ◽  
Online Learning Readiness ◽  
Intention To Continue

Universities around the world have been directly and indirectly affected due to the Covid-19 pandemic. Within the span of less than one month, the traditional face-to-face learning has been replaced by online learning to ensure education continuity. This paper sets out to examine online learning readiness among university students who have been thrown in at the deep end. It aims to investigate if demographic factors make any difference in their readiness to learn, online learning experiences and intention to continue using online learning. It also examines their preferred methods of online learning and challenges they face. Data collected from 399 students in two different online learning courses in Malaysia showed that respondents are generally ready for online learning. However, females are found to be more ready than male, degree students are more ready than diploma students while female students and degree students are more satisfied with online learning and have better learning experiences compared to male and diploma students. More than half of the respondents indicated that if given a choice, they do not want to continue with online learning in the future. Most respondents preferred online learning via pre-recorded lectures uploaded to Google Classroom and YouTube. While the biggest challenge for degree students is internet connectivity, for diploma students, it is the difficulty in understanding the content of the subject. Moving forward, government, telecommunication companies and universities should invest in developing internet infrastructure across the country as online learning will be the new norm in the foreseeable future. University also needs to provide further training to enhance academics’ online teaching skills to ensure lessons are delivered more effectively

scholarly journals Stres akademik sebagai mediator antara kesiapan belajar dan kepuasan mahasiswa terhadap proses belajar daring

2021 ◽  
Vol 10 (1) ◽  
pp. 133-146
Author(s):  
Sari Z Akmal ◽  
Dewi Kumalasari
Keyword(s):  
Online Learning ◽  
College Student ◽  
University Students ◽  
Student Satisfaction ◽  
Academic Stress ◽  
Learning Readiness ◽  
Learner Readiness ◽  
Learning Satisfaction ◽  
Online Learning Readiness ◽  
Stressor Scale

AbstractThe learning and teaching process has been transformed into an online learning system due to COVID-19, which affected lecturer and university students. This research investigates students online learning satisfaction amid COVID-19 by focusing on online learning readiness and academic stress toward online learning satisfaction. Approximately 276 bachelor’s students (Mage = 20.36, SD = 2.47) hired using the accidental sampling technique participated in this study from public and private universities. The data was collected using Learner Readiness for Online Learning (? = .89), Student Satisfaction with Online Learning (? = .90), and Stressor Scale for College Student (? = .85) that has been modified into an online setting and translated into Bahasa. The results showed that academic stress partially mediated the relationship between online learning readiness and online learning satisfaction in bachelor students. It is shown that academic stress significantly affected online learning satisfaction, besides online learning readiness. Further theoretical and practical implications of this research are discussed.Keywords: academic stress; online learning readiness, online learning satisfaction, university students. AbstrakKondisi pandemik COVID-19 memaksa sistem pendidikan untuk beralih dari proses belajar tatap muka menjadi belajar daring (online), yang berdampak pada pengajar maupun siswa dari jenjang pendidikan dasar hingga perguruan tinggi. Penelitian ini bertujuan untuk mengetahui bagaimana kepuasan mahasiswa terhadap proses belajar daring, dengan melihat peranan kesiapan belajar daring dan stres yang dirasakan akibat dari proses belajar tersebut. Penelitian ini melibatkan 276 mahasiswa S1 (Musia = 20.36, SD = 2.47) dari berbagai perguruan tinggi negeri dan swasta yang direkrut dengan metode accidental sampling. Data diperoleh dengan menggunakan alat ukur Learner Readiness for Online Learning (? = .89), Student Satisfaction with Online Learning (? = .90), dan Stressor Scale for College Student(? = .85)  yang dimodifikasi agar sesuai dengan konteks belajar daring dan diadaptasi ke dalam Bahasa Indonesia. Hasil penelitian menunjukkan bahwa stres akademik secara parsial berperan menjadi mediator dalam hubungan antara kesiapan dan kepuasan belajar daring. Hal ini menjukkan selain kesiapan belajar daring, stres akademik merupakan variabel penting yang dapat mempengaruhi kepuasan belajar daring. Implikasi teoritis dan praktis dari penelitian ini, dibahas lebih lanjut dalam diskusi hasil penelitian.Kata kunci: kepuasan belajar daring; kesiapan belajar daring; mahasiswa, stress akademik. 

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.

Sign in / Sign up

Export Citation Format

Share Document