Ready or not? An exploration of university students’ online learning readiness and intention to use during COVID-19 pandemic

Hoang, Diem TN; Hoang, Thinh

doi:10.1177/20427530221117330

Cited by 6 publications

(4 citation statements)

References 46 publications

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“…This point is similar to results of Fageeh ( 2011 Additionally, self-directed learning and motivation for learning showed positive influence in fostering online learning motivation, and this result may due to the assumption that the learners are aware of their responsibility for their learning and the great role they have in an e-learning environment. These results are in agreement with the study of Hoang and Hoang (2022).…”

Section: H2supporting

confidence: 93%

Exploring English Major Students' Readiness and Its Influence on the Students’ Motivation for Online English Courses

Amoush,

Mizher,

Alzoubi

2023

jltr

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The intent of this study is to explore the views of EFL undergraduate readiness to e- learning. More precisely, it probes how readiness will affect students’ motivation to learn online and whether the students’ gender and year of study have a relation with their readiness and online learning motivation. The researchers have administered an online survey with a 5-Likert scale (Microsoft Form) to259 EFL undergraduates from Al-Balqa Applied University of various study levels of English. The scale for data collection was adopted from a study by Hung et al. (2010). Results showed a positive relation between online learning readiness and online learning motivation, and the most significant predictor of online learning motivation was learner control readiness. Moreover, results revealed no significant relation between students’ e-learning readiness and their learning motivation due to the students’ gender and their year of study variables.

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Section: H2supporting

confidence: 93%

Exploring English Major Students' Readiness and Its Influence on the Students’ Motivation for Online English Courses

Amoush,

Mizher,

Alzoubi

2023

jltr

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“…However, it was determined that the difference was due to the decrease in the skill over time. The finding was inconsistent with the literature (Hoang & Hoang, 2022;İlic, 2022). Active use of online learning environments requires high self-directed learning skills (Daniel & Moore, 2000;Li & Yang, 2016).…”

Section: Olr and Sub-dimensionsmentioning

confidence: 62%

Ters-yüz Sınıf Yaklaşımda Çevrimiçi Öğrenme Hazır Bulunuşluğu: Pandemi Dönemi ve Sonrası

İLİC

2023

J Higher Edu Sci

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The manifestation of the alterations witnessed across various domains consequent to the pandemic took shape as remote instruction within the realm of education. In this process, mostly the flipped learning model was adopted. This approach was implemented during the pandemic, when education was purely online, and after face to face education was reinitiated. However, learners’ readiness in learning environments has not been adequately researched. Hence, it was aimed to scrutinize the learner readiness in the flipped learning model in both online and blended instruction systems. The time-series method was utilized in the research. The study sample was assigned with the criterion sampling method. The study group included 51 pre-service teachers. The data were gathered at the start and end of the 2020 fall term and the end of the 2021 fall semester. Findings demonstrated that readiness, learner-control, internet self-efficacy and online communication self-efficacy levels of the students were similar. Notably, computer self-efficacy and motivation scores exhibited increments. On the other hand, it was found that the self-directed learning and ease of use parameters exhibited decreases. It was revealed that the ease of use decreased over time. The study findings would raise the understanding the learner readiness within the framework of flipped learning, both in fully online and blended formats, thereby enriching the educational discourse

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“…In addition, students with less self-confidence should be encouraged in online communication. Hoang and Hoang [14] had the same opinion in their surveys in Vietnam. Han and Geng [15] also highlighted the same issue in their examination in China.…”

Section: Literature Reviewmentioning

confidence: 79%

Evaluating Sustainable Online Education: A Cross-Disciplinary Analysis of IT Device Utilization among Slovakian and Hungarian University Students

Gombkötő,

Štempeľová,

Takáč

2024

Sustainability

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By the onset of the 21st century, online presence had become prevalent in higher education, with the COVID-19 pandemic further accelerating this trend. However, the success of online education and its assessment by students can differ significantly from region to region and according to the field of study. This can be influenced by students’ habits of using IT devices, but it can also occur the other way around. In this research, experiences related to online education were examined in the fields of Informatics, Agriculture and Pharmacy education at two higher-education institutions in Slovakia and one in Hungary, considering the environmental and social sustainability implications. In the study, in addition to simple statistical methods, a cross-tabulation analysis was carried out using Cramer’s V method. The results have shown that the students of the investigated institutions confidently navigate the online world; they are conscious users of IT tools without being addicted. A total of 74% of students in Mosonmagyaróvár believe they possess sufficient information about the risks associated with computers, mobile phones, and the Internet, whereas only 34% of students in Košice share the same sentiment. The reason for the differences between these characteristics can be attributed to the specialties of the different majors, and not to those arising from regional differences, raising important questions about the ecological sustainability of online education practices. A relatively great consistency can be observed in the assessment of online learning among students from the three institutions, with approximately 85% expressing overall satisfaction with the online learning experience. The easier availability of study materials and savings on travel are mentioned as advantages, contributing to economic sustainability. However, separation from their mates and the lack of practical training may be regarded as a disadvantage for them, as they seem to have a preference for face-to-face training. Overall, it may be concluded that purely online training in the fields of Informatics, Agriculture, and Pharmacy training is not feasible for the time being, necessitating a balanced and sustainable approach for the future.

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Ready or not? An exploration of university students’ online learning readiness and intention to use during COVID-19 pandemic

Cited by 6 publications

References 46 publications

Exploring English Major Students' Readiness and Its Influence on the Students’ Motivation for Online English Courses

Exploring English Major Students' Readiness and Its Influence on the Students’ Motivation for Online English Courses

Ters-yüz Sınıf Yaklaşımda Çevrimiçi Öğrenme Hazır Bulunuşluğu: Pandemi Dönemi ve Sonrası

Evaluating Sustainable Online Education: A Cross-Disciplinary Analysis of IT Device Utilization among Slovakian and Hungarian University Students

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