Impact of Self-Directed Learning and Educational Technology Readiness on Synchronous E-Learning

Ka Yin Chau,Kris M Y Law,Yuk Ming Tang

doi:10.4018/joeuc.20211101.oa26

Abstract

The coronavirus (COVID-19) has had severe global impacts in many aspects of education. Asian countries and regions have been the first responders to move entirely online since the epidemic started. The aim of this paper is two-folded. First, this study investigates the correlations in order to understand the compounded effects on presences in the participating synchronous learning environments. Second, this paper provide empirical evidence and insights for educators on the future trends of learning and instructional strategy in online teaching. This study investigated students’ perception of synchronous e-learning during the COVID-19 pandemic for the better design of the e-learning teaching pedagogy and determines how the key factors of e-learning perception are inter-correlated enabling educators to focus on. The study has important implications that student readiness in educational technology is critical to assist the recent practice in implementing online learning.

Highlights

As the pandemic has shut down the physical world, there is a general assumption that the digital world will step in to fill the gap
This paper explores the correlations between learning attributes in student motivation, selfdirected learning, and readiness in using technologies to assist in online learning and their combined effects on the perceived synchronous learning environment
The results suggest that the Self-directed learning readiness (SDL), Technology readiness (TRD), and Learning motivation (LM) are crucial to the learning effectiveness and Teaching presence (TP)

Summary

Introduction

As the pandemic has shut down the physical world, there is a general assumption that the digital world will step in to fill the gap. It is unavoidable that the higher education sector must respond to the pandemic by introducing more online components or transiting to the complete online mode. Asian countries and regions have rapidly moved completely online since the epidemic started worldwide. Courses with online teaching and learning have been offered in Hong Kong universities since late January 2020, at the beginning of the outbreak. This study was carried out in response to the global COVID-19 pandemic, which forced universities to change from face-to-face (FTF) learning to synchronous learning. Online learning is an alternative to classroom teaching by engaging technology and facilitating learning environments online (Rovai and Jordan, 2004). With the mostly autonomous structure, the online curriculum offers students more flexibility in deciding how and time for participation (Milligan and Littlejohn, 2014).

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Conclusion