Abstract
The need for transforming conventional learning to online learning among educational institutions during the coronavirus outbreak is inevitable. However, this shift comes with many challenges for both learners and teachers as they have become habitual to the traditional method for such a long time. Research has shown that one of the factors is found to be a valid predictor of successful completion of online coursework is students’ online learning readiness (OLR). Therefore, this paper reports the results of an investigation into students’ readiness for online learning in a private university in the South of Vietnam. Readiness for online learning self-evaluation survey with a 4-Likert scale was administered to 304 undergraduate students. The questionnaire highlighted two dimensions: learners’ comfort with e-learning and their self-directed online learning. Responses were coded and analyzed by SPSS to calculate the descriptive statistics and reliability. Data analysis revealed that the level of readiness of these students was only at a moderate level, which may account for their resistance to the adoption of online learning as a substitute for classroom-based learning amidst the disease crisis. Based on the findings of the study, some pedagogical implications are also discussed.
Highlights
During the severe explosion of COVID-19, online learning has become the only alternative that academic institutions must adopt as a mode of teaching and learning with no exception in the Vietnamese context (e.g, Le, 2021)
Given the vital role of online learning readiness (OLR) in the online learning environment, this paper aims to examine the level of OLR of Vietnamese EFL learners in a private university in Ho Chi Minh city when they are required to take online learning courses as a replacement for traditional learning due to the ongoing pandemic
They had an average level of comfort with e-learning (M=2.95, SD=3.62), and their self-directed online learning ability was fairly at an acceptable level (M=3.03, SD=4.62)
Summary
During the severe explosion of COVID-19, online learning has become the only alternative that academic institutions must adopt as a mode of teaching and learning with no exception in the Vietnamese context (e.g, Le, 2021). Shifting classroom-based learning to virtual learning confronts many challenges and requires a high level of readiness. This is partly because of the resistance to change of both learners and teachers who have become habitual to the traditional method of teaching and learning. Becoming virtual learners means that learners have to adopt a new mindset for learning which is quite divergent from the one in traditional teaching and learning environments (Muliyah et al, 2020).
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