Open AccessReadiness for Online Learning: Learners’ Comfort and Self-Directed Learning Ability
Author(s) -
Thi Mai Vy Luu
Publication year - 2022
Publication title -
international journal of tesol and education
Language(s) - English
Resource type - Journals
ISSN - 2768-4563
DOI - 10.54855/ijte.222113
Subject(s) - coursework , likert scale , psychology , descriptive statistics , mathematics education , online learning , blended learning , educational technology , reliability (semiconductor) , covid-19 , medical education , scale (ratio) , computer science , multimedia , developmental psychology , medicine , statistics , disease , power (physics) , mathematics , physics , pathology , quantum mechanics , infectious disease (medical specialty)
The need for transforming conventional learning to online learning among educational institutions during the coronavirus outbreak is inevitable. However, this shift comes with many challenges for both learners and teachers as they have become habitual to the traditional method for such a long time. Research has shown that one of the factors is found to be a valid predictor of successful completion of online coursework is students’ online learning readiness (OLR). Therefore, this paper reports the results of an investigation into students’ readiness for online learning in a private university in the South of Vietnam. Readiness for online learning self-evaluation survey with a 4-Likert scale was administered to 304 undergraduate students. The questionnaire highlighted two dimensions: learners’ comfort with e-learning and their self-directed online learning. Responses were coded and analyzed by SPSS to calculate the descriptive statistics and reliability. Data analysis revealed that the level of readiness of these students was only at a moderate level, which may account for their resistance to the adoption of online learning as a substitute for classroom-based learning amidst the disease crisis. Based on the findings of the study, some pedagogical implications are also discussed.