An Exploratory Study of the Effect of Online Learning Readiness on Self-Regulated Learning

Abstract

This exploratory quantitative study investigates the relationship between online learning readiness (OLR) and self-regulated learning (SRL), precisely the effect of OLR on SRL in an online learning context among 262 Chinese college students taking fully online courses. Results indicate that students’ OLR positively influences SRL. Specifically, communication competencies play the most significant role in affecting students’ online SRL, followed by technical and social competencies. Furthermore, Chinese college students with higher communication and technical competencies better manage their study time and self-evaluate their online learning. Likewise, students who are more capable of engaging in meaningful interactions with their instructor and peers are more likely to self-assess their learning. This exploratory study provides an overview of the correlation between OLR and SRL. It highlights the necessity of preparing college students in China, where face-to-face instruction was predominately used before the COVID-19 pandemic, to succeed in online learning.