Implementation Of E-learning Research Articles

Understanding the Experiences of University Students Facing Psychosomatic Symptoms in e-Learning

The emergence of the COVID-19 pandemic has triggered a profound transformation in the field of teaching and learning (T&L) resulting in the transition from conventional face-to-face teaching to e-learning methods. This transition not only changed the educational landscape but also inflicted emotional and mental distress on educators and students. In Malaysia, university lecturers and students are grappling with the challenges that arise as a result of this sudden transition. They experience psychosomatic symptoms characterized by psychological factors such as stress, anxiety or depression. This article examines the psychosomatic symptoms among university students in Malaysia in the context of e-learning. Psychosomatic Symptoms Questionnaire-5 (PSQ-5) is used to measure the level of psychosomatic symptoms experienced by students. A comprehensive data set of 700 respondents was collected and analyzed using SPSS software. The findings of the study found that all respondents experienced moderate to severe psychosomatic symptoms. These findings are meaningful to policymakers in shaping the direction of T&L, especially in the face of challenges arising from the Education 5.0 paradigm. Therefore, it is important that psychosomatic symptoms are addressed to strengthen the education system and build a conducive environment so that the implementation of e-learning is more effective.

DEVELOPMENT OF MEDIA LITERACY AND COMMUNICATION SKILLS BY MEANS OF DIGITAL STORYTELLING IN JAPAN

The research substantiates Japanese experience of media literacy and oral communication skills development by digital storytelling (DST); reveals theoretical background and current practical application of DST in higher education of Japan. DST has significant advantages as an individual- and situation-oriented tool of oral communication as well as the instrument of psychological and learning influence on society. It is continuously implemented into Japanese educational and social practice. Famous universities of Japan initiate and realize scientific and academic projects, extending communication connections of Japanese population, improving their skills of critical thinking and argumentation, developing desires and abilities to communicate freely, fluently, confidently and persuasively. At present DST shows a positive growing tendency as a teaching and learning tool in higher education of both Japan and Ukraine. This is primarily linked with the global processes of social digitalization, computerization of education and urgent transferring to distance learning due to the COVID-19 pandemic. Evidence-based studies prove the efficacy of DST as the learning and evaluation instrument of oral communication skills, i. e. in English. Moreover, the technology can be applied in different specialties, i. e. medical one. The healthcare branch was drastically influenced by quarantine restrictions, having resulted in fundamental transformations of teaching and learning approaches, implementation of e-learning and telemedicine. DST has a confirmed positive influence on public health and medical knowledge development. In higher medical education it can be used as a new type of virtual patients. DST can improve physician-patient communication skills, professional qualities, tolerance and empathy. Our research confirms the potential of DST as a powerful developmental tool of media literacy and oral communication skills, and proves the requirement for the implementation of Japanese experience into higher education of Ukraine.

CHALLENGES MITIGATING AGAINST EFFECTIVE ADOPTION AND USAGE OF E-LEARNING IN CURRICULUM DELIVERY IN SOUTH AFRICAN UNIVERSITIES

The advent of the Fourth Industrial Revolution has brought about a significant transformation in the global education system. The incorporation and usage of diverse educational technologies facilitate the acquisition of knowledge in a tangible, effortless, and enjoyable manner, concurrently stimulating students' motivation to engage in the learning process. The advent of the COVID-19 pandemic has brought to light the importance of Information and Communication Technology (ICT) in the realm of education. The objective of this study is to investigate the implementation of e-learning in the context of higher education in South Africa, with a focus on challenges against effective adoption and usage of e-Learning in curriculum delivery. The significance of e-learning in revolutionising pedagogy through the usage of diverse learning technologies and online platforms for instruction, learning, and evaluation is undeniable. However, several obstacles have impeded the efficient integration of ICT in South African Higher Education Institutions. The research employed a systematic literature review methodology, drawing from diverse sources. Diverse educational institutions have reportedly encountered distinct obstacles in their efforts to successfully incorporate information and communication technology (ICT) into their instructional methodologies. The challenges that impede the efficiency of learning technologies include insufficient ICT resources, inadequate ICT skills, and power outages, among others. Consequently, the research suggests implementing tactics to improve the usage of information and communication technology (ICT) for electronic learning (e-learning) in academic establishments, in order to tackle the obstacles.

Perceptions of Students Using E-Learning Application in Learning Science

the purpose of this research is to know the implementation of learning using e-learning. This study uses descriptive qualitative research with a phenomenological approach and literature review as reference material. Data collection tools used in this research are observation, interviews, and documentation. This research study focuses on class 2019 students who carry out learning using e-learning applications. Data collected from students were then analyzed using reduction data, presentation data, and verification data. The results of this study are then poured into writing after checking the validity of the data so that the data can be trusted. Triangulation is one of the data validity techniques used in this study. So that the results obtained are that students' perceptions of learning using e-learning are different, namely: students and lecturers do not fully understand the implementation of e-learning; facilities provided by campuses do not support e-learning based learning, such as WiFi and internet quota subsidies; lack of interaction between lecturers and students, and some lecturers have not fully implemented e-learning.

IMPLEMENTATION OF WEB-BASED E-LEARNING MODEL TO BUILD THE FOURTH-GRADE STUDENTS’ LEARNING MOTIVATION ON THE IPA THEMATIC LEARNING IN MADRASAH IBTIDAIYAH

Research indicates that learning motivation is crucial to determine a successful learning process for students. In fact, the reality in the research field, students' motivation for Natural Science learning subjects in elementary schools is still lacking. The researcher will subsequently apply or examine the learning models. The research is conducted to explain whether the implementation of web-based e-learning in thematic learning, especially Natural Science learning subjects, can build students' learning motivation or not. The research location was conducted at Madrasah Ibtidaiyah Plus Nur Rahma in Bengkulu. The time of conducting the research is the even semester in the academic year 2021/2022. The method used is a qualitative approach. Data collection is direct interview and documentation techniques. The research results imply that implementing an e-learning model can increase students' learning motivation. The implication of the research is that teachers or thematic learning for Natural Science learning subjects in elementary schools are recommended to utilize this web-based e-learning learning model.

Effectiveness of E-learning Mode for Teaching English Language at Dong Nai Technology University

The goal of using e-learning platforms in teaching English at many Vietnamese colleges and universities is to increase students' competency in the language. At Dong Nai Technology University, e-learning systems, including DNTU-LMS and Canvas, have recently been introduced. They have been employed as essential instruments for teaching and learning at several university faculties, notably during the Covid-19 epidemic, because of their flexibility and efficiency. The purpose of the current research was to ascertain the opinions of EFL students from the Faculty of Foreign Languages on the use of an e-learning platform. To take part in this research, 100 EFL students were randomly selected. A questionnaire was used to obtain the data. The findings showed that the implementation of e-learning was successful after assessing student reactions. Students are comforted and happy by e-learning, which also encourages them to study English.

Kebijakan Transformasi Digital Madrasah Aliyah Unggulan KH. Abd Wahab Hasbulloh Bahrul 'Ulum Tambakberas Jombang

This research aims to analyze the digital transformation policy applied in Madrasah Aliyah Unggulan KH. Abd Wahab Hasbulloh Bahrul 'Ulum Tambakberas Jombang. This study uses a qualitative approach by conducting a case study of the madrasah. Methods used in this research include participatory observations, interviews with relevant stakeholders, and document analysis related to digital transformation policies. The results of the study showed that Madrasah Aliyah Unggulan KH. Abd Wahab Hasbulloh Bahrul 'Ulum has successfully implemented the digital transformation policy. The Madrasah has made significant changes in the use of information and communication technologies in learning and administrative activities. Some methods used in digital transformation include the implementation of e-learning, the use of school management software, and the utilization of social media for promotion and interaction with stakeholders. The digital transformation in the madrasah has had a positive impact, including improved accessibility of learning for students, administrative efficiency, and improved quality of learning. In addition, this madrasah also managed to leverage digital transformation to improve the image and reputation of the school. Despite its success, this study shows that there are some challenges in the implementation of digital transformation policies in Madrasah Aliyah Unggulan KH. Abd Wahab Hasbulloh Bahrul ‘Ulum. These challenges include the lack of adequate technological infrastructure, the limitations of digital knowledge and skills for some staff and teachers, and changes in organizational mindset and culture. This research provides insight into the experience of digital transformation in Madrasah Aliyah Unggulan KH. Abd Wahab Hasbulloh Bahrul 'Ulum Tambakberas Jombang. The results of this research can be a benchmark for other madrasahs in implementing successful digital transformation policies, as well as providing an understanding of the challenges that may be faced in the process.

ВИКЛИКИ ЧАСУ У ВИВЧЕННІ ІНОЗЕМНОЇ МОВИ СТУДЕНТАМИ НЕМОВНИХ СПЕЦІАЛЬНОСТЕЙ ЗАКЛАДІВ ВИЩОЇ ОСВІТИ

The article considers the possibilities of using modern information technologies in the process of learning foreign languages by students of non-linguistic majors under different conditions. Considerable attention is paid to e-learning and identification of problems in higher education institutions. To conduct the research, the authors used the survey method in order to collect and analyze information about the respondents. The collected information expressed the opinion of students regarding learning a foreign language in the process of implementing e-learning, their proper preparation for its use in classes. A survey of students of various faculties of Ternopil Volodymyr Hnatiuk National Pedagogical University demonstrated the following disadvantages: e-learning requires more time than traditional courses due to the use of e-mail or discussion boards; slow internet connection causing many problems for students. At the same time, the results of the conducted research showed that e-learning has its advantages: it helps students to understand their educational materials in foreign language classes by watching online videos with the participation of native speakers; use of personal devices, such as a mobile phone, mp3 player, etc.; allows them to use various computer programs; helps students learn the course (material) and get more information; provides an opportunity to share one's thoughts with one's peers on the forums. The authors consider the views of modern specialists regarding the use of information technologies in teaching foreign languages, and also give their own examples of the implementation of e-learning in the educational process; reveal the practical aspect of using an educational Internet resource in the framework of teaching a foreign language; emphasize the role of the teacher as an individual consultant. In addition, the authors outline further directions for the development and implementation of mixed and e-learning, note the need to develop educational and methodological complexes and update educational programs with elements of mixed learning. Key words: distance learning, time challenges, mixed learning, information technologies, foreign language, higher education institution, student.

Basics of scientific foreign language communication for masters majoring in history: methodological aspect

The present article contextualizes the field of English for Academic Purposes, with a particular focus on the Master studentsʼ professional and academic skills in History and the role of the course in their making further career choices. Although literature presents some theoretical and pedagogical models of EAP course designs, there is still no specific methodology for the discipline construction under the academic program for History Masters. The authorʼs views on the design of the discipline “Basics of Scientific Communication in a Foreign Language” are introduced and methodologically substantiated in the work program as well as practically implemented on the basis of the e-learning educational and methodical complex aimed at the first- and second-year Masters in specialty 032 History and Archeology. The competency-based approach reflects the original conception of EAP in its concentration on discipline-specific texts and academic communication activities appropriate to the academic history where language is foregrounded and seen as constitutive of content encompassing chronological thinking, the ability to identify the time sequence for each historical event; historical comprehension, the skills to read and construct historical narratives imaginatively; historical analysis and interpretation, techniques in comparison and distinguishing experiences, beliefs, ideologies; historical research, including historical issues analysis and decision making, the ability to formulate historical problems in question based on historical sources, find contradictions in historical records, and establish socially significant historical interpretations. The focus on socio-cultural and professional competencies in the ethical dimension provides opportunities to examine the relationships between historical events in their past-present-future time sequencing from the history study perspective. The authorʼs work program on the discipline design and the implemented e-learning educational and methodical complex practically aim at the development of studentsʼ general and professionally oriented communicative competencies in English (linguistic, sociolinguistic, and pragmatic) to succeed in effective communication in their academic and professional environments.

E-Learning and its Influence on Enhancing the University Performance During the Outbreak of the Corona Pandemic

Purpose: This paper aims to determine the influence of e-learning and its dimensions on university performance, taking the University of Basra’s various faculties as a field study. Theoretical Framework: The study’s hypotheses are divided into one central hypothesis and four sub-hypotheses constructed and grounded on the dimensions of e-learning. Infrastructure, technical support, management, organization, and content were taken as dimensions of the independent variable, and University Performance as the dependent variable. Design/Methodology/Approach: This paper uses a quantitative method with a deductive approach. One hundred sixty participants responded to a structured questionnaire as part of the study’s descriptive analytical procedure. Data were analyzed using the SPSS program. Statistical analyses were applied to test the research hypotheses and meet the study’s goals. Findings: Results revealed a positive association linking the application of e-learning dimensions. Universities are motivated to apply e-learning strategies due to their positive influence on leveraging university performance. Infrastructure, technical support, management and organization, and content positively influence university performance. Research, Practical and Social Implications: This paper highlights the features and dimensions influencing university performance significantly in the Iraqi context. Hence, executives of public and private universities will be able to determine the actions to be adopted to advance and progress the implementation of e-learning and performance. Originality/Value: The paper’s originality stems from the significance and recency of the addressed topic. This paper is the first empirical research presenting a diagnosis of e-learning dimensions and university performance at Basra University during the outbreak of the corona pandemic. It is an original paper conducted in the Iraqi context.

Implementasi Diklat E-Learning Dalam Meningkatkan Kompetensi Pegawai Kantor Bea Cukai Belawan, Sumatera Utara

The issuance of the Head of the Education and Training Agency of Finance Regulation number PER-2/PP/2019 on E-Learning Guidelines within the Ministry of Finance accommodates the implementation of modern e-learning as a primary tool for human resource development. This regulation provides a legal basis and ensures consistency in planning, experimentation, implementation, responsible personnel (PIC), evaluation, reporting, tutors, duration of implementation, and technological support. This research aims to analyze the implementation of e-learning training and the inhibiting and supporting factors in the Bea and Cukai Belawan Office through a qualitative descriptive method and data collection through interviews. The findings indicate that the implementation of E-Learning Training to enhance the competencies of employees in the Bea and Cukai Belawan Office, North Sumatra, still requires improvement. The main inhibiting factor is the lack of employee commitment, while supporting factors include communication, resources, and bureaucratic structure. Recommendations for improvements are necessary to address the inhibiting factors and strengthen the supporting factors in order to enhance the effectiveness of e-learning training implementation in the office.

Evaluation Of The Readiness Of Vocational High School Teachers In Implementing E-Learning Learning During The Pandemic Period

This study aims to assess the level of teacher readiness in implementing E-Learning. This study evaluates eLearning on system usage, user satisfaction, system quality, information quality, and service quality. This study uses a quantitative descriptive method to describe teacher readiness in implementing eLearning. Data was collected by distributing the E-Learning Implementation questionnaire with the Human Organization Technology and Net Benefit (HOT-Fit) model to one hundred and one Vocational High School teacher respondents. Data analysis techniques in this study used descriptive statistical methods. The results showed that the level of teacher readiness on the indicators for using the E-learning system in SMKs was very ready with the system; indicators of user satisfaction are very satisfied with the teacher's service in facilitating learning. While the level of implementation of system quality indicators used in learning is very feasible, indicators of information quality in Vocational High Schools are. Also, students feel very good about giving information. The story of readiness in implementing teacher service quality during learning is very satisfying. Of the five indicators considered to measure teachers' readiness level in Vocational High Schools, information quality gets the best rating because the government supports all. Overall, teachers are very prepared to implement E-Learning. Based on the standard index of teacher readiness, it is at an optimal level. These results conclude the readiness level of Vocational High School teachers. Very ready to implement E-Learning by fulfilling all wishes on indicators of system use, user satisfaction, system quality, information quality, and service quality.

E-learning and E-modules in medical education-A SOAR analysis using perception of undergraduate students.

Application of e-learning and e-modules in medical education has been shown to have a positive impact on learning outcomes among all types of learners, across diverse educational settings. Despite its benefits, e-learning and e-modules has not yet reached its full potential in medical education in India. Objective of this study is to evaluate the perception of undergraduate students regarding e-learning and e-modules using an appreciative inquiry tool SOAR (Strengths, Opportunities, Aspirations, Results) analysis, and to identify the barriers and challenges for the same. This longitudinal study was conducted among participants from three consecutive batches (n = 250 x 3) of first-year medical students and two consecutive batches (n = 100 x 2) of first-year dental students. The sample was selected using a purposive sampling method. Two structured and validated questionnaires were developed for this study based on the modified Zhou's Mixed Methods Model; the 'Knowledge, Attitude and Practice' Questionnaire (KAPQ) on e-learning and the feedback questionnaire (FBQ) on e-modules. The questionnaires were administered via MOODLE / hard copy, before and after the implementation of e-modules, respectively. Identified strengths, potential opportunities, probable aspirations and likely results for e-learning and e-modules were tabulated based on the qualitative analysis of perceptions of large number students sampled across three years. Six hundred and ninety students returned both questionnaires representing a response rate of 76.6%. Nine themes were identified in the "Strengths" domain as follows: Regular Update of Knowledge, Innovative Learning, Availability, Knowledge Sharing, Abundance of Information, Accessibility, Source of Knowledge, Creativity, and Increased Engagement. Eleven themes were identified in the "Opportunities" domain as follows: Clinical Skills training, Timesaving, Flexibility, Creativity, Increased engagement, Standardized content, Capacity building for students, Capacity building for faculty, Skills training, and Self-assessment. Thirteen themes were identified under the "Aspirations" domain with the three key themes being "maintaining and building on current strengths", "increasing potential opportunities", and "addressing the barriers and challenges identified in the responses to the KAPQ and FBQ questionnaire". Four themes identified for 'Barriers' were eye strain, distractions, preference for conventional methodologies, and internet connectivity. The findings of this qualitative study are based on the responses received from first-year medical and dental students of a Private University in Chennai, India. In this population of students, implementation of e-learning as blended learning using structured and interactive e-modules may provide more engagement during learning as well as support self-directed learning (SDL) directly or indirectly. Adoption of blended learning with e-modules as an integral part of curriculum planning may be beneficial for the achievement of Competency-Based Medical Education (CBME) goals in India.

The Challenges and Opportunities in the Implementation of E-learning for Competence Development of State Civil Apparatus

The Challenges and Opportunities in the Implementation of E-learning for Competence Development of State Civil Apparatus

Impact of Attitude Category on Problem-Solving Skills: An Experiment within a Flipped Learning Model with STEM Approach

This research endeavours to elucidate the notable disparities in Problem-Solving Skills (PSS) when employing the Flipped Learning Model with a STEM Approach (FLM-SA) in contrast to Routine Learning, contingent upon attitude categories. The study harnesses a quantitative methodology with a quasi-experimental design. A sample size of 210 students is utilised, chosen via cluster random sampling. The instruments for data collection comprise: 1) an attitude questionnaire; 2) problem-solving tests; and 3) an observation sheet for the execution of the learning process. The techniques for data analysis employed are both parametric and non-parametric tests. The findings unveil a significant discrepancy in the students' Problem-Solving Skills based on attitude category between the control group, post the implementation of routine e-learning, and the treatment group, post the utilisation of the FLM-SA Module. Students possessing a Medium Attitude Category in the experimental class exhibit superior problem-solving skills compared to the control class. In contrast, students with Low and High Attitude Categories do not demonstrate a significant difference between the control and experimental classes. These findings underscore the significance of differentiated learning by implementing Teaching at the Right Level. Ideally, teachers should conduct an initial diagnostic assessment to ascertain students' initial attitudes or abilities

The Challenges and Prospects of E-learning in Higher Education in Bangladesh- A Review

Aims: The main objectives of the research were to identify the significant challenges that Bangladesh's higher education sector needs to improve before implementing e-learning, assess the possibilities for implementation of e-learning in Bangladesh, and the benefits e-learning might offer Bangladesh and how it might help the country's advancement.
 The Challenges of E-Learning in Bangladesh: E-learning is a potential replacement for conventional classroom instruction, but there are several obstacles to its adoption, such as a lack of technology and infrastructure, a digital gap, a lack of trained teachers and educators, and a lack of high-quality E-learning resources. These issues have been exacerbated by the COVID-19 pandemic and the lack of internet connectivity and digital gadgets among some pupils, making it difficult for them to participate in e-learning programs. In addition, the shortage of qualified instructors and resources is also a significant issue.
 The Prospect of E-Learning in Bangladesh: E-Learning has the potential to close the digital gap, expand educational opportunities, and raise academic standards in Bangladesh. It can provide pupils with high-quality instruction and bridge the gap between rural and remote regions. E-learning can also broaden pupil access to education and equip them with the competencies they need to thrive in the real world. Additionally, it can offer pupils attractive, collaborative learning opportunities and allow instructors to track student development and spot areas where students might need extra help. E-learning can revolutionize Bangladesh's educational system by providing students with high-quality instruction, flexible learning, personalized instruction, global learning, and women's empowerment.
 Conclusion: The future of e-learning in Bangladesh looks promising, with the potential to close the digital divide, expand educational opportunities, raise academic standards, advance technology, encourage inclusivity, offer flexible and personalized learning, give access to resources for global education, and empower women. To ensure this, the government should create and carry out programs and policies that support ease and equality, facilitate diversity and accessibility, and keep track of and assess electronic-learning projects.

Factors Influencing the Success of E-Learning Implementation: A Study of Afghan-Postgraduate Students at UTM-Malaysia

Comprehending and utilizing information technology and online platforms are the dire need of todays’ educational era. Current research aims at investigating the factors influencing the successful implementation of e-learning use among Afghan-postgraduate student at University Technologi Malaysia. Particularly, centered on identifying students’ characteristics, design and content, and technological factors that affect E-learning environment. At total of seventy-two (n=72) postgraduate students from the faculty of education, engineering, science and management at Universiti Technologi Malaysia (UTM) participated in survey questionnaire. The findings resulted that most of the students have positive perception about the E-learning environment. In addition, the most influential factors are (1) students’ characteristics that contained motivation, computer skills and attitudes, (2) design & content with professed use of IT and quality of content, while (3) technology with effectiveness of IT and quality of technology have been graded as the lowest influential factors hindered the successful implementation of E-learning use. Specifically, students’ motivation, encouragement, and satisfaction are the key elements toward the successful implementation of E-learning and accomplished their learning activities better and easily than the traditional method. However, most of the learners revealed that before initiating into the E-learning environment, they need more assistance and training in E-learning environment than the traditional methods. Besides, using E-learning is more complicated during learning and teaching process. Finally, it is suggested that university authority and policymakers put into their curriculum to initiate some special workshops and seminars to the international students who are newly admitted to their desired field of studies at UTM Malaysia.

ELearning Acceptance and Adoption Challenges in Higher Education

Online learning and technology acceptance has become a highly significant subject in the field of information technology. The challenges of eLearning acceptance and adoption in higher education are complex and multifaceted: it is important to carefully consider the environmental, social, and economic implications of eLearning implementation and to work toward ensuring that eLearning programs are accessible, equitable, and sustainable over the long term. Many theories and models have been proposed over the years to explain individual usage and behavior and measure the degree of acceptance and satisfaction toward technology acceptance and online learning. This study reviews the challenges and limitations of online learning acceptance and adoption for the last ten years (2012–2022). Lack of technical support, awareness, institution readiness, quality online course content, and less information technology skill of faculty members in the early years present challenges. Further, self-efficacy, financial and technology factors, pedagogical learning, socio-economic evolution, digital competence and compatibility, and lack of technological infrastructure have significantly affected the adoption of eLearning in higher education institutions in recent years.

An Exploration of EFL Teachers’ Perceptions and Experiences of E-Learning Implementation through the Concern-Based Adoption Model

Concerns-Based Adoption Model (CBAM) is a framework that can be used to guide the implementation of e-learning in educational contexts. CBAM focuses on the problems individuals have during the implementation process and helps to discover solutions to these difficulties. The objective of this study was to get an overview of EFL teachers' perspectives and practices about implementing e-learning based on the CBAM. The CBAM was employed as a model to grasp the challenges and levels of e-learning adoption among English as Foreign Language (EFL) teachers. For this study, ten EFL teachers who knew how to use e-learning participated in semi-structured interviews to provide qualitative data. The interview transcripts were subjected using the thematic analysis. According to the results of this research, some EFL teachers were early adopters of e-learning, but others have shown considerable rejection. Among the teachers' objections were technical obstacles, a lack of training, and skepticism over the effectiveness of e-learning in increasing students' language skills. The study also revealed that the CBAM was an excellent tool for identifying the issues and degrees of e-learning usage among EFL teachers. The model offers a framework for describing the stages of e-learning adoption, from awareness to regular use, and strategies to assist teachers in their adoption process. This study expands our knowledge of the opinions and experiences of EFL teachers towards implementing e-learning. The findings indicate the need to provide teachers with workshops and training to increase their usage of e-learning and enhance the efficacy of EFL teaching instruction.

The evaluation of e-learning readiness as a distance learning media of the first-semester biology students

Universitas Sulawesi Barat (Unsulbar) launched its primary Learning Management System (LMS) named E-learning of Universitas Sulawesi Barat or often called “E-learning Unsulbar” in 2020 (https://elearning.unsulbar.ac.id/). Implementing E-learning at Unsulbar is one of the university’s efforts to maximize distance learning, especially during the COVID-19 pandemic. A study was conducted to evaluate E-learning readiness to measure the readiness of new students of the Biology Education Study Program towards the E-learning implementation. It is a quantitative descriptive study using a survey method adapted from a questionnaire developed by Akaslan and Law. The respondents were 77 new students from the biology education class of 2020 in the odd semester of 2020-2021. The measurement adapts three main stages, i.e., readiness (technology, people, institutions, content), acceptance, and training. The result showed that the readiness of new students for E-learning Unsulbar for technology and training factors were 3.1 and 3.3, respectively. It was categorized as not ready, which means that there needed to be more readiness of students’ internet infrastructures and academics who need training in using E-learning Unsulbar. Meanwhile, the scores for the factor of people, institutions, content, and acceptance were 3.8, 4.2, 3.85, and 3.9, respectively, and categorized as ready to be implemented. This result is an evaluation material for the university in determining the right policy for implementing E-learning Unsulbar.