Learner readiness for online learning: Scale development and student perceptions

By Min-Ling Hung, Chien Chou, Chao-hsiu Chen, Zang-Yuan Own. Comput. Educ., 2010

961 citations recorded by the source corpus.

The purpose of this study was to develop and validate a multidimensional instrument for college students' readiness for online learning. Through a confirmatory factor analysis, the Online Learning Readiness Scale (OLRS) was validated in five dimensions: self-directed learning, motivation for learning, computer/Internet self-efficacy, learner control, and online communication self-efficacy. Research data gathered from 1051 college students in five online courses in Taiwan revealed that students' levels of readiness were high in computer/Internet self-efficacy, motivation for learning, and online communication self-efficacy and were low in learner control and self-directed learning. This study found that gender made no statistical differences in the five OLRS dimensions, but that higher grade (junior and senior) students exhibited significantly greater readiness in the dimensions of self-directed learning, online communication self-efficacy, motivation for learning, and learner control than did lower grade (freshman and sophomore) students.

Subfields: Education, Gender Studies, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/1b8bd2629d25d3215ef3e17041d4a058a8a532f8

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Citations in the corpus

Issues and Challenges for Teaching Successful Online Courses in Higher Education (2017, background): “Learners perform better when they are provided with more control (Hung et al., 2010, Reigeluth & Stein, 1983; Wang & Beasley, 2002).”
The Role of Self-directed Learning, Metacognition, and 21st Century Skills Predicting the Readiness for Online Learning (2021, background): “If this is not the case, it is claimed that teachers who do not have online learning readiness will not be able to support their students sufficiently (Hung et al., 2010).”
Online Learning in Higher Education during COVID-19 Pandemic: A case of Ghana (2020, background): “The result was corroborated by the study of Hung et al. (2010) in Taiwan that students’ levels of readiness were low in learner control and self-directed learning.”
Online learning performance and satisfaction: do perceptions and readiness matter? (2020, methodology): “The OLRS, developed by Hung et al. (2010), was employed (with their permission) to measure college students ’ readiness for online learning in the current study.”
Exploring the role of e-learning readiness on student satisfaction and motivation in flipped classroom (2017, background): “When the literature is reviewed, it is seen that the e-learning readiness comprises of computer such elements as self-efficacy, internet self-efficacy, online communication self-efficacy, self-directed learning, learner control and motivation towards e-learning (Demir, 2015; Hao, 2016a; Hung et al.,”
MOTIVASI BELAJAR MAHASISWA PADA PEMBELAJARAN DARING SELAMA PANDEMIK COVID-19 (2020, neutral): “…Copyright © JK 2020, Fitriyani, Y., Fauzi, I., Sari, M. Z. |172 tidak ada pilihan lain selain menerapkan konsep pembelajaran secara daring, menurut Hung et al (2010) bahwa ada beberapa catatan yang harus diperhatikan agar pembelajaran daring tetap optimal yaitu berkaitan dengan kesiapan belajar…”
Teachers’ Elementary School in Online Learning of COVID-19 Pandemic Conditions (2020, background): “In the learning activities, there are some things that must be considered by the teacher, including learning readiness, learning performance, and learning satisfaction (Hung et al., 2010).”
Online Learning Readiness Among University Students in Malaysia Amidst Covid-19 (2020, methodology): “This finding is supported by Hung et al (2010) and Wojciechowski & Palmer (2005) where they found that more matured exhibited greater readiness for online courses than students who were less matured.”
The Effectiveness of Online Education during Covid 19 Pandemic—A Comparative Analysis between the Perceptions of Academic Students and High School Students from Romania (2021, background): “[27]: learning motivation, self-directed learning, computer and internet quality, effectiveness of online communication, and student control.”