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

Melih Engin

doi:10.13189/ujer.2017.051306

Abstract

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 Uludag 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.

Highlights

Readiness, which is extremely important in the education-instruction process, is a significant input for learning- teaching system (Bloom, 1995)
According to the analysis presented in table 6, there is a moderate level of significant relationship between the students’ emotional intelligence levels and online readiness level of computer/Internet self-efficacy (R = .68; p ≤.01)
Assessment of the t-test results on the significance of regression coefficients demonstrated that emotional intelligence sub-dimension social skills (t = 6.81; p ≤ .01) was a significant predictor of online readiness dimension computer/Internet self-efficacy

Summary

Introduction

Readiness, which is extremely important in the education-instruction process, is a significant input for learning- teaching system (Bloom, 1995). There were significant positive relationships between the trait emotional intelligence level of self-control skills and online readiness levels of online communication self-efficacy (r = .23; p ≤ .05), motivation to learn (r =.38; p ≤ .01), learner control (r=.97; p ≤ .01), self-directed learning (r =.33; p ≤ .01), and computer/Internet self-efficacy (r = .37; p ≤ .01).

Objectives

Results

Conclusion