Fixing the ‘Ready’ in E-Learning Readiness

Gay, Glenda H. E.

doi:10.5772/intechopen.74287

Cited by 11 publications

(30 citation statements)

References 26 publications

(73 reference statements)

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“…Therefore, the students' readiness to take an online learning class is crucial for the success of online learning. Besides, it is agreed that students" readiness to participate in online learning affects their academic success differently (Gay, 2018). Students" satisfaction and motivation IJEE (Indonesian Journal of English Education), 7 (2), 2020…”

Section: Curriculummentioning

confidence: 99%

Online Learning Readiness of Junior High School Students in Denpasar

Dwiyanti

Pratama

Manik

2020

IEE Ind. J. Eng. Edu.

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The Covid-19 pandemic has caused learning to be carried out online. Not all students, however, are ready for online learning. This study aims to examine the level of readiness of eighth-grade students at a junior high school through an explanatory sequential mixed method design consisting of quantitative and qualitative phases. Student readiness for online learning in this study was reviewed from five dimensions: self-directed learning, motivation for learning, computer/internet self-efficacy, learner control, and online communication self-efficacy. The Online Learning Readiness Scale (OLRS) survey proposed by Hung (2010) with a five-point-Likert scale was used to collect quantitative data. The data were analyzed quantitatively, and the level of readiness was measured utilizing the e-learning readiness assessment model suggested by Aydin and Tasci (2005). Follow-up interviews were then held to support the quantitative data. The results showed that the majority of students entered the level of "ready but needs a few improvements". However, there was one item in the dimension of self-directed learning that was included in the level of "not ready needs some work". The implication of this study is the need to encourage students to actively communicate in online learning, especially for shy students.ABSTRAKPandemi Covid-19 menyebabkan pembelajaran dilakukan secara online. Namun, tidak semua siswa siap dengan pembelajaran online. Penelitian ini bertujuan untuk menguji tingkat kesiapan siswa kelas VIII sebuah sekolah menengah pertama melalui penelitian explanatory sequential mixed method yang terdiri dari tahap kuantitatif dan kualitatif. Kesiapan siswa untuk pembelajaran online ditinjau dari lima dimensi: pembelajaran mandiri, motivasi belajar, efikasi diri komputer / internet, kontrol peserta didik, dan efikasi diri komunikasi online. Survei Online Learning Readiness Scale (OLRS) yang digagas oleh Hung (2010) dilengkapi dengan skala Likert lima poin digunakan untuk mengumpulkan data kuantitatif. Data kemudian dianalisis dengan menggunakan analisis deskriptif kuantitatif dan tingkatannya diukur dengan model penilaian kesiapan E-learning yang dikemukakan oleh Aydin dan Tasci (2005). Wawancara kemudian dilakukan untuk mengumpulkan data guna mendukung data kuantitatif. Hasil penelitian menunjukkan bahwa secara keseluruhan siswa memasuki level “siap, tetapi perlu sedikit perbaikan”. Namun, ada satu item dalam dimensi pembelajaran mandiri yang termasuk dalam tingkat "belum siap, perlu peningkatan". Implikasi dari penelitian ini adalah perlunya mendorong siswa untuk aktif berkomunikasi dalam pembelajaran online, khususnya bagi siswa yang pemalu.

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Section: Curriculummentioning

confidence: 99%

Online Learning Readiness of Junior High School Students in Denpasar

Dwiyanti

Pratama

Manik

2020

IEE Ind. J. Eng. Edu.

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“…It encourages synchronous and asynchronous participation, but more so, it provides the potential for increased enrolment through access to a wider range of students. However, online learning involves a dependence on technology, an expectation of preparedness for the online learning environment, adequate online communication skills, and a predisposition for independent learning [5,11,12]. Although most students could easily adapt to the technology associated with online learning, those who are not adequately prepared for this type of experience tend to have challenges with critical thinking, independent learning and time management [12].…”

Section: Face-to-face Online and Blended Learningmentioning

confidence: 99%

“…However, the workload and difficulty level in online learning environments were believed to be more challenging for them, even though there was no significant difference noted regarding their final scores [16]. Students' learning strategies [7], e-readiness [5,17,18] and levels of motivation [11,13] were also noted to have a significant effect on both the learning process and learning outcomes.…”

Section: Face-to-face Online and Blended Learningmentioning

confidence: 99%

“…This evaluation could assess students' ability to work around any technological challenges, adapt to collaborative learning and training, as well as determine their motivation for synchronous and asynchronous self-paced learning [24]. A benchmark of student's abilities would be an indication of which aspects of their skills need to be improved to meet at least the minimum competencies required for the ELS [5].…”

Section: Student E-learning Readinessmentioning

confidence: 99%

“…The brief time required to transition to online learning using an ELS has revealed some shortcomings for instructors and students. These include the unknown level of their preparedness for the ELS, inadequate training to quickly adapt to the online learning environment [3], limited or unstable internet connectivity, or an inability to afford the necessary technology such as a laptop [4,5]. Irrespective of these challenges, the use of ELSs has become an integral part of higher education institutions (HEIs) [6].…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Together Apart during the COVID-19 Pandemic: Assessing Students’ Readiness for Online Assessments Using an E-Learning System

Gay¹

2022

E-Learning and Digital Education in the Twenty-First Century

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Electronic learning (e-learning) is an indispensable management system that supports face-to-face, blended, or fully online courses. In January 2020, 258 students in a second-year management course at a regional university were evaluated on their preparedness for online lectures via e-learning. However, by mid-semester, the COVID-19 pandemic halted face-to-face teaching, pushed final assessments to an online modality, and forced some governments to quickly repatriate their students. This chapter evaluates students’ level of e-learning readiness (e-readiness) and whether it had any effect on their performance in the final assessment. The results show that six percent of the cohort had returned to their home country, six percent had no privacy to take their final online assessments, while 31% depended on Wi-Fi. However, although two-thirds of the cohort preferred the online modality, only a third had acceptable levels of e-readiness. E-ready students felt the disruption in their study routine most, while those who were not e-ready found more time to study after the curfew restrictions were in place. E-ready students attempted their final online assessment earlier than those who were not yet e-ready, but the two groups had similar assessment grades. Evaluating students’ level of e-readiness is vital in providing support for those who have challenges with online learning.

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Role of gender and social context in readiness for e-learning in Saudi high schools

2020

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There is limited evidence of the effects of culture and context on student readiness for e-learning, and how these might interact with gender. This study addresses this gap by studying the effect of culture and context on the readiness of high school students to use e-learning in a unique setting: an education system in which male and female students are educated separately. A mixed methods research approach was adopted because of our emphasis on the subjective aspect of the concept of readiness. Findings demonstrate that there are clear differences between the genders, but that these must be interpreted carefully in this cultural setting. There is scope for further research that investigates this gender divide in other e-learning contexts, including those where male and female students learn together and those where other cultural factors may influence student readiness to use e-learning.

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Fixing the ‘Ready’ in E-Learning Readiness

Cited by 11 publications

References 26 publications

Online Learning Readiness of Junior High School Students in Denpasar

Online Learning Readiness of Junior High School Students in Denpasar

Together Apart during the COVID-19 Pandemic: Assessing Students’ Readiness for Online Assessments Using an E-Learning System

Role of gender and social context in readiness for e-learning in Saudi high schools

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