The impacts of personal qualities on online learning readiness at Curtin Sarawak Malaysia (CSM)

Lau, Chun Yun; Shaikh, Junaid M.

doi:10.5897/err09.229

Cited by 49 publications

(61 citation statements)

References 13 publications

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“…Similar results were found in other studies, for example, Northey et al (2015), Ryan et al (2016), Southard, Meddaug and Harris (2015), and González-Gómez et al (2016). In Malaysia, Lau and Shaikh (2012) found that students' computer and internet efficacy, and personal characteristics such as gender, ethnicity, course year level and financial aid status resulted in a significant difference in students' e-learning readiness.…”

Section: Literature Review E-learningsupporting

confidence: 88%

E-Learning Readiness among Students of Diverse Backgrounds in a Leading Malaysian Higher Education Institution

Adams

Sumintono

Mohamed

et al. 2018

MJLI

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Purpose - Blended learning is rapidly emerging as a domain for practice and research. Across disciplines and contexts, at individual instructor and institution levels, educators are experimenting with the blended learning model of instruction. The current generation of learners have been referred to as ‘digital natives’ in reflection of their apparent ease and familiarity with digital technology. However, questions remain about how ready students are for a blended learning model of instruction. The purpose of the study was to investigate students’ readiness for a blended learning model of instruction in a leading Malaysian higher education institution. Methodology - The study employed a non-experimental quantitative research design. Data were gathered from a sample of 235 undergraduate and 131 postgraduate students using the Blended Learning Readiness Engagement Questionnaire (BLREQ). The data was analysed using the WINSTEPS Rasch model measurement software to determine the validity and reliability of the instrument. Differential Item Functioning (DIF) analysis was also used to identify responses based on students’ demographic profiles. Findings - Findings identified that students were ready for blended learning. Further analysis indicated that there were differences in students’ readiness for blended learning based on gender, age, ethnicity, field of study, and level of education. Significance - This study provides insights on students’ readiness towards blended learning, particularly in the Malaysian context, discusses implications for blended learning practices in higher education institutions, and offers recommendations for future research.

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Section: Literature Review E-learningsupporting

confidence: 88%

E-Learning Readiness among Students of Diverse Backgrounds in a Leading Malaysian Higher Education Institution

Adams

Sumintono

Mohamed

et al. 2018

MJLI

View full text Add to dashboard Cite

show abstract

“…Davis (2006), in the study conducted on the readiness of distance learning stakeholders, staff and students for online learning, stated that readiness was significant in increasing the achievement of the students, to increase the investment in distance learning budget to a maximum level, and to expand lifelong learning potential. Lau and Shaikh (2012) found in their study that gender, financial aid, ethnicity, and class affected the readiness of students for online learning, however learning style did not. In addition, in a different study, it was observed that unsociable students participated more in online learning environments compared to conventional learning environment (Palloff & Pratt, 2007).…”

Section: Introductionmentioning

confidence: 84%

Analysis of Students' Online Learning Readiness Based on Their Emotional Intelligence Level

Engin¹

2017

ujer

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The objective of the present study is to determine whether there is a significant relationship between the students' readiness in online learning and their emotional intelligence levels. Correlational research method was used in the study. Online Learning Readiness Scale which was developed by Hung et al. (2010) has been used and Trait Emotional Intelligence Scale-Short Form (TEIS-SF) developed by K. Petrides and Furnham (2000, 2001) were used as data collection tools. The questionnaires were applied to 95 students who attend Computer II course, which is provided only through distance learning in Uludağ University. The conducted analyses demonstrated that there was a meaningful relationship between students' online learning readiness and the individual's emotional intelligence dimension. Individuals with a high social skills sub-dimension of emotional intelligence had high online learning readiness levels. Furthermore, it was determined that self-control emotional intelligence sub-dimension had a greater prediction power on learner control, one of the online learning readiness levels, when compared to other emotional intelligence sub-dimensions.

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“…Previous research determined that student readiness has a positive impact on students' achievements in online learning [52][53][54], satisfaction in learning experiences [55], self-confidence [56] and lifelong learning [57]. Student readiness increases interaction in digital learning environments [58] and is influenced by gender, ethnicity, class and financial aid [59].…”

Section: Student Readiness For Online Learningmentioning

confidence: 99%

“…Borotis and Poulymenakou [61] defined student readiness as being prepared mentally and physically for online learning. Current definitions focus on abilities, attitudes, learning contexts and outcomes for prosperous learning for students and educators [51,[55][56][57][58][59][60][61][62].…”

Section: Student Readiness For Online Learningmentioning

confidence: 99%

University Students’ Readiness for Using Digital Media and Online Learning—Comparison between Germany and the USA

2020

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The year 2020 brought many changes to our everyday life but also our education system. Universities needed to change their teaching practices due to the COVID-19 pandemic. Words like “digital media”, “online teaching” and “online learning” were present in all of the discussions. The main issues here were the technical infrastructure of students and universities all over the world. However, to have good technical infrastructure does not mean that everybody is also ready to use it. Thus, the present study focused on the issue of university students’ readiness for online learning. The quantitative research goal was to evaluate German university students’ readiness for using digital media and online learning in their tertiary education and compare them with students from the United States. Overall, 72 students from the researchers’ university in Germany and 176 students from multiple universities in the United States completed the Student Readiness of Online Learning (SROL) questionnaire. Results show substantial differences between the two groups of students, with U.S. students being more ready for online learning. The results and limitations were discussed, and practical implications and further ideas were provided.

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The impacts of personal qualities on online learning readiness at Curtin Sarawak Malaysia (CSM)

Cited by 49 publications

References 13 publications

E-Learning Readiness among Students of Diverse Backgrounds in a Leading Malaysian Higher Education Institution

E-Learning Readiness among Students of Diverse Backgrounds in a Leading Malaysian Higher Education Institution

Analysis of Students' Online Learning Readiness Based on Their Emotional Intelligence Level

University Students’ Readiness for Using Digital Media and Online Learning—Comparison between Germany and the USA

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