Online Learning Readiness Scale Research Articles

Readiness and Satisfaction with Online Learning Among Medical Students Undergoing Clinical Rotation During the COVID-19 Pandemic

Online learning has become an important teaching method across academic programmes during the coronavirus disease 2019 (COVID-19) pandemic. Students’ readiness and satisfaction with online learning and their association with selected variables were examined. A cross-sectional study was conducted among medical students who undergo clinical rotation during restricted movement orders when face-to-face teaching and learning are converted into an online method. Participants were recruited conveniently by inviting students from targeted clinical years to fill up the Online Learning Readiness Scale (OLRS) and E-Course Satisfaction Scale (ECSS) distributed via the digital platform. One-hundred and eighty-three (n = 183) students in the clinical posting of Years 3 (33.9%), 4 (32.2%), and 5 (33.9%) completed the survey voluntarily. The majority were female (n = 142, 78%), with a mean age of 22.85 [standard deviation (SD) = 1.19]. Overall, they reported high readiness and satisfaction with online learning. A positive moderate to good correlation existed between readiness and satisfaction (r = 0.61, p < 0.001). Readiness was significantly associated with age (β = 1.12, p = 0.037), type of clinical posting (β = –4.09, p = 0.003), online attendance (β = 0.45, p = 0.008), and learning duration (β = 3.44, p = 0.036). Only the duration of learning showed a significant linear relationship with satisfaction. Medical students reported high levels of readiness and satisfaction with online learning, despite heavily relying on this online learning mode to complete their clinical posting during the COVID-19 pandemic.

Nurturing Success: E-Learning readiness and academic self-efficacy in nursing students

BackgroundAs nursing education embraces e-learning as a vital component of its pedagogical approach, understanding the interplay between students’ readiness for E-learning and their academic self-efficacy becomes imperative in nurturing successful learning outcomes amidst evolving educational paradigms.PurposeThis study aimed to explore the relationship between e-learning readiness, academic self-efficacy, and the academic achievement of nursing students within the dynamic educational environment.DesignThis study employed a cross-sectional design.MethodsA total of 208 nursing students were recruited through convenience sampling at the end of the second semester in 2022. The evaluation included the utilization of Grade Point Average, the Online Learning Readiness Scale, and the Academic Self-Efficacy Scale.FindingsPrevious research has indicated a significant positive correlation between academic achievement and readiness for e-learning, suggesting that higher levels of readiness for e-learning among nursing students lead to improved academic achievement (p ≤ 0.001). Additionally, the findings of the current study revealed a notable positive correlation between academic achievement and academic self-efficacy (p ≤ 0.001).ConclusionThis study provides valuable insights into the critical role of academic self-efficacy and e-learning readiness in enhancing academic achievement among nursing students.

Validation of the Online Learning Readiness Scale (OLRS) in the Context of Pakistan

The primary objective of the research study was to validate the Online Learning Readiness Scale (OLRS) in the specific context of Pakistan. A method of quantitative inquiry was adopted to administer and validate the instrument on a sample of 368 students from higher education institutions in south Punjab, Pakistan. For the purpose of to validate it, the confirmatory factor analysis (CFA) was specifically conducted utilizing AMOS (Analysis of Moment Structures). The research results indicated that the model was found as being suitable in Pakistan, and no aspect was omitted from the model in question. Further, all the calculated values of model fit indices in accordance with the results were in acceptable limits. The scale revealed acceptable composite reliability and construct validity. The study has the potential to support institutions in tailoring their online learning programs in order to better satisfy the needs of their students, ultimately resulting in higher student achievement in online courses.

Is better readiness the key to deeper learning in distance education? A cross-sectional online study

BackgroundThe COVID-19 pandemic has required teachers and students to suddenly transition from face-to-face formats to distance education (DE). The uniqueness of nursing discipline is that it requires both theoretical and skills-based learning. Therefore, it is necessary to explore the influencing factors and effectiveness of DE in nursing education. This exploration can guide teaching practice and provide a basis for the future application of DE in nursing education. AimsTo describe the current distance education readiness and depth of learning among undergraduate nursing students and explore possible influencing factors. To determine the relationship between students’ distance education readiness and the depth of learning. DesignThis is a descriptive and cross-sectional online study. SettingsSchool of Nursing in a traditional Chinese medicine university, Beijing, China. ParticipantsA total of 222 undergraduate nursing students from a traditional Chinese medicine university were recruited. MethodsA questionnaire, which is composed of information form, the Online Learning Readiness Scale, and the Scale of Students Making Deep Learning, was used for data collection. Frequency, percentage, arithmetic mean, standard deviation, t-test, one-way ANOVA, and Pearson correlations were used in the analysis of the data. ResultUndergraduate nursing students have lower averages in distance education readiness and higher averages in the depth of learning. Significant differences in distance education readiness and depth of learning between different grade groups. A positive correlation was found between distance education readiness and depth of learning (r = 0.894, p < 0.001). ConclusionDistance education is a feasible approach to learning today. Undergraduate nursing students have exhibited poor readiness for distance education but demonstrated deeper learning conditions. Upper grades may lead to better learning outcomes. Better distance education readiness can lead to deeper learning. These conclusions prompt teachers and students to be prepared before participating in distance education to obtain better academic performance.

Leveraging Technology Enhancement: The Well-Being Emotional Intelligence, Security Keys to the University Students’ Readiness in Digital Learning Ecosystem

The principle of the digital learning ecosystem is the application of the educational process through digital learning environment platforms that help users learn more effectively. Educational institutions, teachers and students must evolve to adapt and be ready for the new world of learning. The individual’s emotional quality can influence their readiness in the digital learning ecosystem. This study aimed to examine whether there is a significant relationship between students’ readiness in the digital learning ecosystem and their emotional intelligence levels. This study utilized a correlational research method and multiple linear regression analysis. For data collection, the primary tools used were Trait Emotional Intelligence Scale-Short Form (TEIS-SF) and the Online Learning Readiness Scale (OLRS). The questionnaires were administered to 103 students enrolled in seven different higher institutions in Brunei. The results of the research showed that there was a link between students’ online learning readiness levels and their emotional intelligence levels. This study found that students with a high well-being sub-dimension of emotional intelligence had high online learning readiness levels.

Exploring the readiness of high school physics students for project-based hybrid learning in the Sultanate of Oman

This study investigates the preparedness of school students in grades 9-12 to engage in physics project-based hybrid learning within the Sultanate of Oman. Using survey methodology, the research employed the online learning readiness scale and self-directed learning readiness scale following an evaluation of the questionnaire’s reliability. A total of 383 physics students participated in the electronic survey conducted across 11 educational governorates in Oman, and descriptive statistics were employed for the analysis. Most participants, predominantly from grade 9, were situated in the Muscat Governorate, consistent with the targeted research population. The findings indicate a generally moderate level of readiness among school physics students (grades 9-12) for engaging in project-based hybrid learning. The study enhances the comprehension of student readiness dynamics amid evolving educational methods, specifically in physics project-based hybrid learning in the Sultanate of Oman.

EMPIRICAL VALIDITY AND INTERNAL CONSISTENCY TESTING OF MODIFIED ONLINE LEARNING READINESS SCALE (OLRS)

Five dimensions of Online Learning Readiness Scale (OLRS) offers convincing quantification of online students’ readiness. Its modification, the addition of two more dimension, is even claimed to be applicable for blended learning environment. Nonetheless, quality of modified OLRS is questionable. Therefore, the purpose of this study is to assure the quality of OLRS after the modification. In order to do so, empirical validity and internal consistency testing were conducted. 42 participants were included for the testing. The result showed that there are four items which needs special attention. The reliability value is also slightly decreased, from .85 to .74. The value is not ideal, but still widely acceptable for research usage. In short, the OLRS modification insignificantly reduces the quality of its psychometric properties. Further research is recommended by the author to focus on reformulating the items in order to enhance its empirical validity and reliability simultaneously, or conducting other statistical test to maintain the quality of OLRS.

The Effect on Clinical Stress Levels of the Readiness and Acceptance Nursing Students Regarding the Online Learning Method Used in Professional Skills Practice

Objective: The study was conducted with the aim of determining the readiness and acceptance levels and the clinical stress levels of students of a faculty of nursing for online learning in before, during and after clinical practice.&#x0D; Material and method: The descriptive research was executed with 233 students enrolled in the Faculty of Nursing in Izmir, in the western part of Turkey. The data was collected by means of Student Descriptive Characteristics Form,the Online Learning Readiness Scale (OLRS), the Online Learning Acceptance Scale (OLAS) and the Clinical Stress Questionnairre (CSQ). Number-percentage distribution, test/Mann Whitney-U/Kruskal Wallis analysis, Friedman variance analysis were used in the evaluation of the relevant data.&#x0D; Results: The difference between the three different measurements of the OLRS and OLAS were examined, and a statistically significant difference was found between them (X2=14.52, p&lt;0.05; X2=35.02; p&lt;0.05). The difference between the three different CSQ measurements was examined, and a statistically significant difference was found between them (X2=37.68; p&lt;0.05).&#x0D; Conclusion: In conclusion, it was determined and identified that the readiness of the students for online learning and their acceptance levels show increase in the recurrent measurements and their stress levels with clinical practice reduces.&#x0D; Bangladesh Journal of Medical Science Vol. 23 No. 01 January’24 Page : 95-101

Exploring the relationship between digital addiction and online learning readiness levels of university students

This study explores the relationship between digital addiction and online learning readiness levels of the university students. For this, the predictive correlation research model was used. The sample of the study consisted of 856 university students studying at three different universities in Türkiye. The “Digital Addiction Scale” and the “Online Learning Readiness Scale” were used as data collection tools. The data collection process of the study lasted approximately one month. In the study, besides descriptive statistics such as mean, standard deviation, minimum and maximum, independent sample T-test, Pearson correlation analysis and simple linear regression analysis were used. It was concluded that university students’ digital addiction (DA) levels were at moderate level, and online learning readiness (OLR) levels were at high level. It was determined that DA levels of male students were higher than female students. It was also revealed that OLR levels of the students differed significantly according to gender variable. The findings also indicated that there was a negative, low-level significant relationship between the students’ DA and OLR levels. Additionally, the students’ DA level was found to explain 2.3% of the variance in their OLR.

Self-Efficacy Of Pre-Service Teachers In Remote Learning: Its Relation To Their Online Learning Performance

The Philippine higher education has been driven by the urgency of alternative learning modalities from traditional to flexible teaching and learning due to COVID-19. With the challenge that the pandemic has brought to higher education, students’ online learning performance becomes the primary concern of all institutions. There is a serious need for an assurance that students are able to sustain self-efficacy in an online learning environment considering the demands and pressures for them to succeed in their academic performance. This constancy ushered the researchers to prove whether the 4th year Pre- service Teachers of Bachelor of Elementary Education and Bachelor of Secondary Education Major in English, Science and Math of the College of Teacher Education at Cagayan State University-Aparri Campus have positive self-efficacy and readiness level in the remote learning and to know its relationship to the success of their academic performance. The research utilized the quantitative method, specifically using a descriptive- correlational research design. Data were gathered with the three part questionnaire instruments: the demographic profile of students; the Online Learning Self-efficacy Scale (OLSES); and the Online Learning Readiness Scale (OLRS) with the main authors consent. Findings revealed that motivation to learn directly and significantly influences pre-service teachers’ online learning performance.

Self-efficacy and Online Learning Readiness of Undergraduate Dental Students in Pakistan During COVID-19 Pandemic.

To investigate the correlation between general self-efficacy and online learning readiness among Pakistani undergraduate dental students. Cross-sectional study. Place and Duration of the Study: Riphah International University, Islamabad, between September 2020 and March 2021. Using cluster sampling, three dental colleges of Islamabad and Rawalpindi were selected. Electronic questionnaires were sent to 750 students. The questionnaire was comprised of two instruments, General Self-Efficacy Scale (GSES), and Online Learning Readiness Scale (OLRS). GSES had 10-items with response measurement on four-point Likert scale, while the OLRS had 18 items in five different domains measured by five-point Likert scale. Data were analysed using SPSS-23. Correlation between dependent variables was calculated using linear regression analysis. The response rate was 59.3% with a predominant response from female students (82.2%) compared with male students (17.8%). The majority of responses were recorded from third year students (27.9%). The year four students' scores for GSE, computer and internet self-efficacy, and self-directed learning differed significantly from other students. The overall mean GSE score was 29.37+4.57. Regression indicated a low degree of correlation between GSE and the five domains of OLRS with r2 values ranging from 0.12 to 0.32. A weak to moderate correlation was found between self-efficacy and the five dimensions of online learning readiness among Pakistani undergraduate dental students as depicted by the r-values. Cross-sectional studies, Dental education, Dental students, Dentistry, Efficacy, Online learning, Questionnaire.

Online Learning Readiness, Motivation, and English Learning Achievement in Higher Education

The present study aimed at investigating the correlations between online learning readiness (OLR) and motivation (M) toward English learning achievement (ELA). The study employed a correlational design by gathering quantitative data from 35 first-semester students at the English Education Department at a public university in Indonesia. The data were collected by distributing the OLR questionnaire, which was adapted from the Online Learning Readiness Scale (OLRS) developed by Hung et al. (2010), administering a motivation questionnaire adapted from Gardner’s (2004) Attitude/Motivation Test Battery (AMTB), and documenting the students’ midterm test scores, which represented their ELA. The researchers used Pearson product-moment correlation reliability to identify how well the test items correlated with the other variables. The data were then analyzed using SPSS 23 version. The result shows that the students exhibited OLR in “ready” level and “very high” motivation level to learn at the time of the research implementation. Both OLR and motivation had positive correlations with students’ ELA. OLR was strongly correlated to ELA with r=0.647 (sig.=0.000). Meanwhile, motivation had a lower Pearson correlation score (r=0.497, sig.=0.002) that showed a moderate correlation toward ELA. Hence, OLR contributed more to ELA than motivation.

Reliability and validity assessment of the Chinese version of the online learning readiness scale (OLRS) for nursing students

BackgroundOnline education has become the new normal for higher education. Online Learning Readiness (OLR) is a prerequisite for learners' effective learning and academic achievement. However, at present, China still lacks an instrument to effectively measure nursing students' online learning readiness under the new information technology innovation. ObjectiveThis study determined the validity and reliability of the Chinese version of Online.Learning Readiness Scale (OLRS) developed by Tang and the online learning readiness (OLR) of nursing students in China. DesignA descriptive cross-sectional study was used. SettingA public medical university in southeast China. ParticipantsThis study included 465, nursing students from freshmen to seniors who attended at least one online course with the final assessment completed. MethodsThis study adopted OLRS (Tang), which was translated with the Brislin model (translation, back translation, and integration) following the authorization of the developer. Expert analysis was taken for content validity. Confirmatory Factor Analysis (CFA) was used to test the structural validity. As to the convergence validity, this study employed the Pearson correlation coefficient between OLRS (Tang) and OLRS (Hung). Besides, Cronbach's alpha coefficient was taken to evaluate the internal consistency. ResultsThe instrument showed satisfactory content validity (I-CVI = 0.80–1.00, S-CVI = 0.97). According to CFA, the structure with five factors (technology readiness, learner control, online communication self-efficacy, self-directed learning, motivation for learning) showed acceptable model fit (χ2/df 3.46, CFI 0.90, IFI 0.90, RMSEA 0.07 and SRMR 0.03). Convergence validity (r = 0.67, P < 0.01), and internal consistency (Cronbach's alpha = 0.95). In addition, the OLR of Chinese nursing students is moderate. ConclusionThe Chinese version of OLRS (Tang) proved to be an effective, reliable and relatively concise measurement instrument.

The Effect of Pre-service Teachers' Readiness for Online Learning on their Social Anxiety in E-Learning Environments

The purpose of this research is to examine the effect of pre-service teachers' readiness for online learning on their social anxiety in e-learning environments. For this purpose, opinions of 409 students who continue their pedagogical formation education at a university in Turkey were taken, the answers of 369 students were included in the research, and the data of 341 students with standardized scores were analyzed. In the study, readiness for online learning was considered as the independent variable and social anxiety of the pre-service teachers in e-learning environments as the dependent variable, and the data of the dependent and independent variables were obtained from the Online Learning Readiness Scale and the Social Anxiety Scale for E-Learning Environments. In the findings section, correlation analysis was made between the online learning readiness and social anxiety variables in e-learning environments, and then simple linear regression modeling was applied to determine how much the online learning readiness variable had on social anxiety in e-learning environments. As a result of the correlation analysis, a moderate negative significant relationship was found between readiness for online learning and social anxiety in e-learning environments. In addition, with the regression analysis, it was revealed that as the readiness for online learning increased, social anxiety decreased in e-learning environments. As a result, various suggestions were made to other researchers in line with these findings.

Impact of online learning readiness on online learning effectiveness

Online education started to gain immense popularity worldwide along with the pandemic and continues to grow even in the next normal conditions. Scholars have developed several scales on different aspects of online learning. Present study considers the online learning readiness scale and its impact on online learning effectiveness of undergraduates. Responses were gathered using convenience sampling technique and the final sample size consisted of 134 respondents. Data collected were analyzed using Multiple Regression analysis. Results revealed that learner control and online learning self-efficacy have significant positive impact on online learning effectiveness of undergraduates. Three other factors of the online learning readiness scale in terms of computer/internet self-efficacy, self-directed learning and motivation for learning have insignificant impact on online learning effectiveness. The findings of the study have implications for the education sector in further enhancing online teaching and learnin.

The development of an online learning readiness scale for high school students

Assessing students’ online learning readiness is important since numerous countries have started online learning at all education levels during the Covid-19 pandemic in the 21st century. By taking students’ online learning readiness level into account, it will be easier to establish on-target online learning environments. Although there are a number of online learning readiness scales available aiming at higher-education students in the Turkish setting, there is no scale available specifically for high-school students. This study, therefore, aims to develop a valid and reliable scale to identify the levels of online learning readiness for high school students in Türkiye. In order to develop an Online Learning Readiness Scale for high school students, a mixed-method exploratory sequential design was employed in this study. The first sample consisted of 916 students and the second sample consisted of 323 students who had previously experienced an online learning environment. The data were analyzed through exploratory factor analysis and confirmatory factor analysis. Validity and reliability evidences were also provided. The final version of the scale consisted of a total of 16 items in three dimensions; namely, computer self-efficacy, internet self-efficacy, and self-learning and explained 65.76% of the variance. The results of the study indicate that the Online Learning Readiness Scale (OLRS) developed in this particular study is a reliable and valid measurement tool in the assessment of online learning readiness levels of high school students in Türkiye and is expected to guide researchers and practitioners who focus on assessing high school students’ online learning readiness levels.

Embracing Online Learning: The Readiness and Perceived Challenges among Health Sciences Distance Learners

Introduction: The shifting of conventional to online learning is prominent in our millennial era. The online pedagogy is dynamic in creating knowledge and simultaneously engaging learners with experts beyond boundaries. Our study aims to determine the readiness of distance learners in embracing online learning and their perceived challenge in accomplishing their academic journey. Methods: We employed the quantitative study design with a cross-sectional survey and this study was conducted in a public university. The health sciences learners who are currently undertaking their distance learning program were recruited by convenience sampling (N=128). The Online Learning Readiness Scale (OLRS) was adopted with its internal consistency ranging from 0.77 to 0.95 for five dimensions of measure. Results: Our results indicate a high level of online learning readiness. In addition, the highest level of readiness in the dimension of computer/internet self-efficacy whereas the least level was the learners’ control. Sixty-eight percent of learners reported poor internet connectivity as the main challenge in online learning. Moreover, we found that gender, age, and the learners’ program were not the significant factors affecting learners’ online learning readiness (p&gt;.05). Conclusion: Our study revealed a high extent of online learning readiness among distance learners that display constructive embracing of current educational technology. Nevertheless, considering the poor internet connection, communication infrastructure needs to be further developed to bridge the gap between millennial learners and the Internet of Things (IoT).

Online Learning Readiness among Junior High School Students

Online learning has been helping students to access education in difficult situation, especially during the pandemic. Online learning readiness could be described through three dimensions: preference, beliefs and competence, and self-directed learning. The aim of the current study was to investigate the online learning readiness of junior-high-school students using the Online Learning Readiness Scale (OLRS). Specifically, the study examined whether there was a difference in terms of online learning readiness between eighth-grader female and male students. A sample of 116 8th graders (52 females and 64 males) from a private madrasah school in North Jakarta were used as participants in the study. The results show that most of the students were moderately ready for online learning. Based on a simple independent samples t-test, the results did not establish a statistically significant difference in online learning readiness between male students and female students. The results of the analysis showed that online learning readiness seemed to be more significantly affected by self-directed learning and computer self-efficacy, which had higher mean scores. We recommend, therefore, that online learning readiness may work well by paying attention to the intrinsic motivation of learners and access to the internet, as well as online learning tools.

Assessing the readiness of medical students for blended learning model using virtual reality

Background: Assessing students’ learning readiness has become more important to establish on-target learning and teaching environments, particularly since blended learning and online learning are widely implemented in medical education. This study aims (1) to examine the reliability and validity of Online Learning Readiness Scale (OLRS) and (2) to identify the levels of online learning readiness for blended learning methods using virtual reality and its associations. Methods: A cross-sectional study with 102 fifthyear medical students was conducted. The data were analyzed through exploratory factor analysis and confirmatory factor analysis. Pearson correlation analysis was utilized to investigate the relationships among dimensions of OLRS. Results: The VN-version of the OLRS scale consists of 16 items in four dimensions, namely Self-directed learning - SDL, Motivation for learning - MFL, Computer &amp; Internet self-efficacy - CIS, Online communication self-efficacy - OCS. Confirmatory factor analysis indicates the model fit of the OLRS scale in a blended learning course context. The composite reliability and construct validity of the scale was found to be within the acceptable range. Students showed high readiness for blended learning course, of which SDL was the dimension having the highest score of readiness, followed by MFL and CIS dimensions. There were positive correlations across all dimensions of OLRS (p&lt;0.001). Statistically significant associations were found between gender, health professional orientation, computer self-efficacy and their experience of medical education environment and dimensions of OLRS. Conclusion: The results indicate that the OLRS is a reliable and valid measurement tool in the assessment of online learning readiness levels of blended learning course using virtual reality. It is recommended to develop a reliable scale to assess the perceptions and readiness of instructors undertaking the move to blended teaching. Key words: confirmatory factor analysis, blended learning, Online Learning Readiness Scale, virtual reality, medical education

The Relationship Between Emotional Intelligence and Stress Among Pharmacy Students at Universiti Teknologi MARA Puncak Alam During COVID-19 Pandemic

Emotional intelligence (EI), which is described as a set of skills to recognise and control one’s own emotions and other people, is believed to act as a protective factor against negative stress. Recently, stress and online learning readiness (OLR) have become an increasing concern among the students during the recent COVID-19 pandemic. Therefore, this study aimed to determine the relationship between EI and demographic profiles (gender, year of study and geographical living area), and to find the correlation between EI and stress, as well as between stress and OLR among the pharmacy students during the pandemic. This study involved a cross-sectional correlational study, where an online-based survey was performed involving 315 pharmacy students, from first to the fourth year, at Universiti Teknologi MARA (UiTM) Puncak Alam, Malaysia. Three valid and reliable questionnaires were used namely Universiti Sains Malaysia Emotional Quotient Inventory (USMEQ-i), Perceived Stress Scale (PSS), and Online Learning Readiness Scale (OLRS). The data were analysed by SPSS software version 27. In the study, the respondents’ EI was at the average level. No association between EI and demographic profiles was found. A weak negative correlation was found between EI and stress r(313) = –0.272, p &lt; 0.05 as well as between stress and OLR, r(313) = –0.320, p &lt; 0.05. This study suggested that EI could act as a protective element against stress since both were negatively correlated. A negative correlation found between stress and OLR reflects that increased stress levels can potentially give a negative impact on the OLR of the pharmacy students in UiTM Puncak Alam.