College Student Online Learning Readiness of Students in China

Abstract

In this research, a group of Chinese university students was surveyed to determine their readiness for online education. A significance in differences between Chinese online learners is useful as one predictor of success in online formal post-secondary courses and may also be used to promote social change among Chinese governmental policy and institutions of higher learning. The McVay online learning readiness survey was used in this research and was first administered to Australian university graduate students, and later to undergraduate students in the United States. Previous research using the McVay Online Readiness survey compared U.S. undergraduate students at a public university in the United States to a select group of Asian students and identified some differences in factor loadings. This study contained 115 students in China Additional data were collected from a university in China to determine whether differences would exist between the previous group of Asian students and whether additional factors would surface. Furthermore, an instructor teaching courses in China provided observations as to the current educational climate and infrastructure in this emerging nation. These comments were interwoven in this study to provide a perspective that might aid in explaining differences in factor loadings. The conclusion is that the model for effective online learning among Chinese students is quite different from that of their western counterparts based upon the factor analysis loadings. While there are common factors involved, additional research is needed to refine the way international students interpret the topics covered by the questions in the questionnaire.