Do vocational college students ready for online learning in post-COVID instruction?

Abstract

The purpose of this research is to examine the readiness level of vocational college students for online learning according to various variables. The sample of the study included 334 (231 freshmen and 103 sophomore) students studying at a vocational college of a state university in Turkiye. Data collection tool used in the research consisted of Student Demographics Form and Online Learning Readiness Scale. Quantitative data obtained from the study were statistically analyzed with Three Factor MANOVA for independent groups. The findings showed that the average level of readiness for online learning of participants was at good extent, the dimension with the highest average was online communication self-efficacy, and with the lowest average was computer/internet self-efficacy. It was determined that the level of readiness for online learning of participants did not differ significantly according to the graduated high school, department and grade level. Readiness for online learning needs to be considered in detail to help all students use online tools for learning in order to get the most out of their post-COVID education. It is recommended that students be provided with opportunities to improve their readiness for online learning, which is necessary for them to continue their lifelong learning.

Examination of the correlation between e-learning readiness and achievement goal orientation of college students

“…This study showed that the e-learning readiness level of the students was high which indicates that they are ready for e-learning. This finding is consistent with the previous studies conducted by Yılmaz et al, Yurdugül and Demir (2017) and Cigdem and Ozkan(2022). They also demonstrated that students e-learning readiness level was also high whereas Elçiçek and Erdemci (2021) found that the e-learning readiness of the students in higher education was medium.…”

“…Moreover, they indicated that students' motivation for e-learning and computer self-efficacy were moderate whereas internet self-efficacy, online communication selfefficacy, learner control, and self-directed learning were found high level. Also Cigdem and Ozkan (2022) found that readiness for online learning of participants was at good level and highest average was online communication self-efficacy sub-factor, and with the lowest average was computer/internet self-efficacy sub-factor.…”

Understanding the Role of Self-Regulated Learning in Academic Success. A Blended Learning Perspective in Vocational Education

“…E-learning applications that enable web-based learning have become dominant in the majority of educational activities -especially after Internet connection speeds have increased -and higher education bodies across the world have expanded the scope of the courses they offer using the blended learning (BL) approach (Cigdem, & Ozkan, 2022;Cigdem, & Ozturk, 2016;Jonker et al, 2018;Mestan, 2019;Moreno, 2019;Vera et al, 2019). BL arose as a new style of education at the turn of the 21st century, as e-learning activities began to support face-to-face education (Eggers et al, 2021).…”

Asynchronous vs Synchronous: Effects of Online Learning on Students' Oral Presentation Skills

“…Acquisition of technical skills and access to various learning resources are two advantages of this learning (Muhammad Hafeez et al, 2022;Mallillin et al, 2020). Online learning appeals to many students because it facilitates access to information and solves time and place problems regarding learning (Cigdem & Özkan, 2022;Dube & Scott, 2017). Students in higher education choose online learning because of its flexibility, convenience, and accessibility (Alsayed & Althaqafi, 2022;Harris & Martin, 2012).…”