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.

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

Understanding Learning Environments, Personality, and Proctoring During Mandatory Remote Delivery

2021 ◽  
Vol 65 (1) ◽  
pp. 767-770
Author(s):  
Nancy J. Stone
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Learning Environments ◽  
Online Survey ◽  
Campus Housing ◽  
Learning Success ◽  
Time Required ◽  
Relationship Of ◽  
The Impact ◽  
The Relationship

To evaluate students’ online learning environments, the relationship between personality and online learning success, and students’ perceptions about online proctoring during mandatory remote delivery due to the pandemic, students responded to an online survey. Learning environments generally included houses and rarely included on-campus housing. The specific room type was predominantly the bedroom. Only conscientiousness was related positively to anticipated semester GPA. The positive relationship between anticipated and overall GPA supports the notion that more conscientious students tend to be successful in online learning situations, as online education was rated as slightly ineffective. A majority of students did not see a need for online proctoring due to the inability or time required to search for materials, which would only harm one’s performance. There is a need to research further the impact of the study environment, relationship of the students’ personality to learning success, and consequences of online proctoring during remote learning.

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

Harnessing the Tiger of Emerging E-Learning Platforms

2018 ◽  
pp. 147-170
Author(s):  
Theresa Neimann ◽  
Victor X. Wang
Keyword(s):  
Online Learning ◽  
Adult Learners ◽  
Online Education ◽  
New Technology ◽  
Program Completion ◽  
Future Technology ◽  
E Learning ◽  
Learning Platforms ◽  
Key Drivers ◽  
The Relationship

This chapter explores the evolution of E-learning, defines many E-platforms and discusses the relationship between contemporary Andragogical practices, and future technology trends, which key drivers for the implementation of new technology, play a significant role. This chapter argues that online education (E-learning) has the potential for greater access and advancement of knowledge for learners across their life spans than the traditional four walled classroom. The purpose of this chapter argues how we can rely on practice and research to harness the untapped potential of increasingly diverse modalities of online education. Some of the major issues revolving around online education and adult learners in the 21 Century include: processes of learning prevalent in E-learning platforms, issues concerning policy, access and program completion, barriers to online learning adoption for adult learners and assessment of online learning in the context for the 21st Century.

Harnessing the Tiger of Emerging E-Learning Platforms

2021 ◽  
pp. 29-52
Author(s):  
Theresa Neimann ◽  
Victor X. Wang
Keyword(s):  
Online Learning ◽  
Adult Learners ◽  
Online Education ◽  
New Technology ◽  
Program Completion ◽  
Future Technology ◽  
E Learning ◽  
Learning Platforms ◽  
Key Drivers ◽  
The Relationship

This chapter explores the evolution of E-learning, defines many E-platforms and discusses the relationship between contemporary Andragogical practices, and future technology trends, which key drivers for the implementation of new technology, play a significant role. This chapter argues that online education (E-learning) has the potential for greater access and advancement of knowledge for learners across their life spans than the traditional four walled classroom. The purpose of this chapter argues how we can rely on practice and research to harness the untapped potential of increasingly diverse modalities of online education. Some of the major issues revolving around online education and adult learners in the 21 Century include: processes of learning prevalent in E-learning platforms, issues concerning policy, access and program completion, barriers to online learning adoption for adult learners and assessment of online learning in the context for the 21st Century.

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 The analysis of Iranian students' persistence in online education

2015 ◽  
Vol 16 (1) ◽  
Author(s):  
Mahdi Mahmodi ◽  
Issa Ebrahimzade
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Student Persistence ◽  
Instructional System ◽  
Persistence Rate ◽  
E Learning ◽  
Research Findings ◽  
Iranian Students ◽  
Instructional Interaction ◽  
The Relationship

<p>In the following research, the relationship between instructional interaction and student persistence in e-learning has been analyzed. In order to conduct a descriptive- analytic survey, 744 undergraduate e-students were selected by stratified random sampling method to examine not only the frequency and the methods of establishing an instructional interaction, but also the barriers to the student persistence in e-learning. The research findings confirmed the relationship between the instructors’ and the students’ application of two interaction methods including the discussion forum and email (asynchronous method), as well as the relationship between the frequency of instructional interaction and the student persistence in e-learning. According to the findings, family and job commitment, loss of instructional motivation and economic problems constitute the most important barriers to the student persistence in e-learning. The research results can help reduce one of the primary concerns of online learning, that is the student persistence rate, if they would be implemented in various instructional systems such as higher instructional system, for the purpose of providing favorable condition in e-learning, facilitating online learning interactions and, eventually, increasing the student persistence in e-learning.</p>

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. 

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