Abstract
BackgroundE-learning is a relatively trending system of education that has been placed over conventional campus-based learning worldwide, especially since the emergence of the COVID-19 pandemic. This study aimed to assess e-learning readiness among university students of a developing country like Bangladesh and identify the independent predictors of e-learning readiness.MethodsFrom 26 December 2020 to 11 January 2021, a total of 1162 university students who had enrolled for e-learning completed a semi-structured questionnaire. Data were collected online via “Google Form” following the principles of snowball sampling through available social media platforms in Bangladesh. A multivariable linear regression model was fitted to investigate the association of e-learning readiness with perceived e-learning stress and other independent predictor variables.ResultsA total of 1162 university students participated in this study. The results indicated that with the increase of students’ perceived e-learning stress score, the average e-learning readiness score was significantly decreased (β = -0.43, 95% CI: -0.66, -0.20). The students did not seem ready, and none of the e-learning readiness scale items reached the highest mean score (5.0). The age, gender, divisional residence, preference of students and their parents, devices used, and having any eye problems were significantly associated with the students’ e-learning readiness.ConclusionDuring the prolonged period of the COVID-19 pandemic, e-learning implication strategies are needed to be assessed systematically with the level of readiness and its’ impacts among students for the continuation of sound e-learning systems. The study findings recommend evaluating the e-learning readiness of university students and the mental health outcomes during the COVID-19 catastrophe in Bangladesh.
Highlights
After more than a year since the emergence of SARS-CoV-2, it has spread to nearly 200 countries around the globe with a staggering number of 120 million confirmed cases and 2.6 million deaths [1,2]
The results indicated that with the increase of students’ perceived e-learning stress score, the average e-learning readiness score was significantly decreased (β = -0.43, 95% confidence interval (95% CI): -0.66, -0.20)
This research can cogent that e-learning readiness had a significant association with perceived e-learning stress among university students
Summary
After more than a year since the emergence of SARS-CoV-2, it has spread to nearly 200 countries around the globe with a staggering number of 120 million confirmed cases and 2.6 million deaths [1,2]. E-learning builds a platform for sustainable learning, which plays a pivotal role in improving the students’ skills and achievements through selfdirected education [9]. Due to this reason, the world is leaning more and more towards elearning systems, implementing them wherever the opportunity or necessity arises. The world is leaning more and more towards elearning systems, implementing them wherever the opportunity or necessity arises In this pandemic, e-learning has opened a new window to continue the pedagogical activities and show light for future direction to cope with further catastrophe [10]. The mean scores differed between 2.14 (lowest for 1.39) and 4.22 (highest for 1.10), where the lowest score was related to the ‘training’ subdomain and the highest score was related to the ‘use of technology’ subdomain
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