The Effect of Physical Education and Sports Teachers' Web-Technological Pedagogy Content Knowledge on Online Learning Readiness

Aim: The aim of this study was to examine whether the Web-Technological Pedagogy Content Knowledge of Physical Education and Sports Teachers had an Effect on Online Learning Readiness in terms of various demographic variables such as gender, school level and tenure. Methods: In line with this purpose, 180 Physical Education and Sports Teachers voluntarily participated in the research. In the research, Web-Technological Pedagogy Content Knowledge and Online Learning Readiness Scales were used as a data collection tool besides the personal information form prepared by the researcher. In the analysis of the data, descriptive statistics and Pearson Moments Multiplication Correlation Coefficient (r), Linear Regression Analysis, T-Test and One-Way ANOVA were used. It was determined that the participants had a high level of Web-Technological Pedagogy Content Knowledge and Online Learning Readiness. Results: While the results of the analysis showed that the level of web-technological pedagogy content knowledge did not differ according to gender and service time variables, it was determined that the level of online learning readiness was higher in women. In addition, it was determined that there was a positive and moderate relationship between Online Learning Readiness and Web-Technological Pedagogy Content Knowledge. Conclusion: As a result, it was determined that 38% of online learning readiness was explained by web-technological pedagogy content knowledge. Keywords: Readiness, Web-technological pedagogy content knowledge, Physical education and sports, Online learning

INVESTIGATION INTO ONLINE LEARNING READINESS OF HIGHER EDUCATION STUDENTS DURING COVID-19 PANDEMIC

This study aims to investigate the online learning readiness of learners and to examine this readiness according to various variables. The descriptive survey model was used in this study. The data of the study were collected from 1963 higher education students who participated voluntarily according to the convenience sampling method. Demographic information form and online learning readiness scale were used as data collection tools. The pandemic period academic grade point means of students constitute their academic achievement for this study. MANOVA was used to investigate whether the demographic variables influenced the readiness sub-factor mean scores of the students. One-factor ANOVA was used to determine whether the academic achievements of the students differ significantly according to their readiness levels. In this study, it was observed that the students had moderate-level readiness, but they were close to the high-level limit. It was observed that gender, education level and the faculty/college were effective on readiness while the grade level and the type of education were not effective. Learners who have a personal computer, internet connection or smart mobile phone are more ready for online learning. In addition, students with a high level of readiness got academically more successful. Readiness is crucial in the success of the experiences and activities to be performed in the online learning environment. Increasing the technological facilities and computer use, the competence of learners will increase online learning readiness and academic success.

Readiness for Online Learning of Teachers of Secondary Schools in the Division of Antique

In the advent of CoViD 19 pandemic, education sector around the world try to ensure learning continuity for children and youth through different learning delivery modalities. In most cases, efforts involve the use of various digital platforms featuring educational content, and a variety of educational technology (EdTech) solutions to keep communication and learning spaces as open and stimulating as possible (Moreno & Gortazar, 2020). Realizing the advantages of online learning deliviery of lessons, this study study aimed to determine the readiness of teachers for online learning in the Division of Antique for School Year 2020-2021 as basis for the development of a strategic plan for effective adoption of of online. Specifically, it sought answers to the following questions: Keywords: Online Learning Readiness, Information and Communications Technology, ICT Strategic Plan

Analysis of cadets' online learning readiness at PIP Makassar

This study was designed to see the readiness of online learning of cadets at PIP Makassar during the Covid-19 period with a quantitative approach. This research uses a descriptive research method. For data processing, by grouping the data from the questionnaire/questionnaire according to the variables studied, looking for the average value in each group of research variables, determining the level of readiness for each group of variables, determining the level of readiness to apply online learning at the institutional level. The research was conducted at PIP Makassar, which was held at the end of June. The subjects in this study were 362 cadets from 3 majors in Nautika, KALK and Teknika. This study used a questionnaire containing 30 questions based on predetermined reference factors. From the results of the questionnaire, it will be assessed using a 0-2 rating scale. Dari on data obtained showed the lowest scores were entered in the category of 11-25 are six people, which indicates that the cadets must take the time and effort to prepare and adapt to online learning. While the cadets with a score of 51-60 are 92 people who show the level of readiness that is very ready for online learning, while gender does not affect online learning readiness.

Readiness For Online Learning as A Predictor of Academic Stress and Anxiety

The present study investigated the online learning readiness as a predictor for academic stress and anxiety among graduate and undergraduate students. The sample of current study was (n = 100). Data was collected from District Sahiwal. Readiness for Online Learning Scale (McVay, 2000, 2001), Perceived Academic Stress Scale (PAS; Bedewy & Gabriel, 2015) and Anxiety Sub Scale from DASS (Lovibond & Lovibond, 1995) were used to measure the readiness for online learning, academic stress and anxiety respectively. The SPSS version 23 was used to analyze the results. The results revealed that readiness for online learning negatively predict anxiety and positively predict academic stress. While there was non-significant relationship between academic stress and anxiety. This research highlights the significance of online learning readiness to ensure students’ psychological well-being.

Investigating Algerian EFL Students’ Online Learning Readiness

Readiness is a critical factor to implement effective educational change. Accordingly, the present study aims to examine Algerian university EFL students’ online learning readiness. To reach this aim, a survey is conducted with 150 first year EFL students from Ibn Khaldoun University of Tiaret using an online questionnaire. The findings of this study highlight the correlation between EFL students’ readiness and willingness to online learning. It is found that due to technological constraints, the majority of EFL students demonstrate low level of online learning readiness which, in turn, affects their willingness to engage actively in this process. They rate themselves lower in terms of prior experience of online learning, time management, self directed learning, self efficacy, online communication and motivation. Hence, this study ends up with some suggestions and further practical implications.