From F2F to Virtual Class: Does Online Learning Readiness Matters to Course Satisfaction and Academic Performance?

Abstract

This study attempts to examine the effect of online learning readiness dimensions (Computer and internet self-efficacy, self-directed learning, learning control, learning motivation, online communication self-efficacy) on course satisfaction as well as the effect of course satisfaction and academic performance. This study develops a framework for relating academic performance to prior research and underlying theories. The sample size is 306 undergraduates in UiTM Sabah Branch consists of Kota Kinabalu and Tawau campuses. Data will go through a survey using stratified sampling from 6 different faculties and analyze with descriptive and inferential statistics. The findings suggested that (CIS) was critical for online learning and was significantly related to student achievement in online education. We also discovered that students' readiness for online learning had a significant effect on course satisfaction (CS), and that students' motivation for learning (MFL) and course satisfaction (CIS) have a direct influence on course satisfaction in terms of online learning readiness. The current study proposes some areas for future research, such as conducting a survey of lecturers who are currently participating in online education. When the pandemic is over, a mixed-methods study, such as a post-pandemic study, could be conducted.