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Abstract

This study was designed to determine the perceived online learning readiness (OLR) of LIS (Library and Information Sciences) / IM (Information Management) students in Pakistan during COVID-19 pandemic. A quantitative approach based on survey method was used to collect data from 340 LIS students from nine public sector universities of Pakistan through an online questionnaire. The collected data was analyzed using the SPSS and AMOS. The findings revealed that LIS students were not fully personalized and successful in decisions about their online educational activities during COVID-19 pandemic. However, they were motivated to learn through online learning and felt confident in performing basic functions of computers and internet. A significant difference of opinion was observed on ‘computer/internet self-efficacy’ and ‘online communication self-efficacy’ based on respondents' gender. Similarly, students from different levels of degree programs reported significantly different computer, internet, and online communication self-efficacy and learning motivation. Moreover, the age and grades of respondents were noted to be strong predictors of their OLR. These findings would be helpful for library schools, universities, and faculty members in Pakistan to improve the quality of online education and implement clear policies and guidelines. This study provides some theoretical and practical implications based on the findings.

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... Several studies have been conducted to investigate the readiness of students for e-learning (Rafique et al., 2021). One such study was the research paper by Hung et al. (2010), which aimed to develop a scale to measure the readiness of students for e-learning and to explore the perceptions of students regarding their readiness. ...
... This reflects researchers' increased interest in Covid-19's influence on e-learning. This is, in fact, supported by the studies of Chung and Mathew (2020); Khan et al. (2021); Rafique et al. (2021); Nassr et al.(2020); Goel et al. (2022), and the other 140 out of 392 published publications included in this analysis that considers how Covid-19 has affected the learners' lives. ...
... Motivation and academic stress are significant predictors of self-directed learning readiness, while age has limited influence among online college students (Heo & Han, 2018). Furthermore, disparities in self-efficacy and readiness dimensions are observed among LIS students based on gender, degree level, age and grades (Rafique et al., 2021). These findings underscore the complexity of online learning readiness and the ongoing need for research and refinement of assessment measures. ...
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This paper reports the findings of a bibliometric analysis using VOSviewer on 392 Scopus database documents published from 2003 to 2022, aiming to understand the global landscape of the e-learning field and to identify the most prominent authors, institutions, countries and reference publications, as well as the research topics that have recently received the most attention in students’ readiness for e-learning in Higher Education Institutions (HEIs). The findings indicate that there has been an upward trend in e-learning readiness among students in HEIs over time. Among the countries studied, the United States, Taiwan, Australia, and Malaysia were found to have the most effective approaches to addressing students' readiness for e-learning. The most highly cited author in this field is M-L. Hung. Based on the citations, the most recognised journal in this field was Computers and Education and the universities that were most persuasive were two Taiwan universities in the first position. The data also revealed relatively low levels of collaboration among authors, institutions and nations regarding students' readiness for e-learning.
... On a different perspective, Gao and Zhang [2] and Wargadinata [21] illustrated some challenges faced by language students regarding online learning in China and Indonesia, respectively, in terms of occasional interruption during the teaching and learning sessions. Several studies in the past have also been conducted to assess the students' readiness towards online learning during the pandemic [14][15][16]19,22] . However, none of these stated studies focused on the students' readiness in learning Foreign Languages (FL) via online mode from Malaysian context. ...
... This study's findings are consistent with those of Chung et al. [16] and Hung et al. [19] , who found that students exhibited comparable levels of readiness for participating in online learning. In addition, the study conducted by Rafique et al. [22] yielded similar results, demonstrating the importance of computer self-efficacy in the context of online learning and its strong association with student readiness for online learning. ...
... This finding is supported by Chung et al. [16] and Hung et al. [19] . However, these results contradict those of Rafique et al. [22] 's study, who found significant differences in male and female students' perceptions of computer/internet self-efficacy and online communication self-efficacy. They found that the males had higher perception of both dimensions than their female counterparts. ...
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This study aimed to assess the foreign language (FL) students’ readiness due to the transition from traditional face-to-face learning to full-scale online learning during the COVID-19 pandemic in Malaysia. For data collection, an online questionnaire was used to gather data from 227 FL students from public and private universities. Online communication self-efficacy, self-directed learning, learner control, motivation of learning, and computer/internet self-efficacy are the five variables used to evaluate the students’ readiness for online learning (OLR). The results revealed that most FL students are prepared for online learning, with computer/internet self-efficacy ranking as the most important OLR component. Additionally, it was discovered that the students were confident using the internet to search for the information they required for their online courses. There were no significant variations in perceptions across all the variables according to the respondents’ gender and places of education. However, students from different program levels showed significantly contrasting opinions on self-directed learning in which the bachelor’s degree students were more ready for online learning in comparison to the diploma students. It becomes apparent that Internet connectivity also plays an important role in influencing the students’ OLR. These findings will assist Malaysian universities in mapping out consistent policies and guidelines in the curriculum and improving the quality of online learning.
... This corresponds to Shraim (2019), who found that learners' readiness for online testing played a crucial role in online testing. Rafique et al. (2021) observed that students in Pakistan, during the COVID-19 outbreak, demonstrated considerable confidence in using computers and the Internet. This confidence in specific technological skills underscores the importance of comprehensive skill development in fostering an effective online learning environment. ...
... This corresponds with Long (1994), who advocated that SL was a psychological process through which learners could manage and guide themselves to create knowledge and understand problem-solving and could aim to overcome various obstacles independently. Rafique et al. (2021) found that SL was a critical component of students' readiness for online learning. Students should find some helpers in dealing with learning challenges and setting goals on SL, which is a crucial characteristic in developing further students' knowledge and essential skills. ...
Article
Purpose This study aims to develop a model for readiness measurement and to study readiness levels for online testing of undergraduate students in Thailand’s distance education programs. Design/methodology/approach In total, 870 undergraduate students enrolled in the 2022 academic year of a Thai university were sampled for the study. The samples were divided into two groups: Group 1 comprised 432 students who underwent exploratory factor analysis (EFA) and Group 2 comprised 438 students who underwent second-order confirmatory factor analysis (CFA). Both were multi-stage random samples. Descriptive statistics, item-total correlations (ITCs), coefficient correlations, EFA and second-order CFA were used. Findings The readiness for the online testing model comprised 5 factors and 33 indicators. These included self-efficacy (SE) in utilizing technology (nine indicators), self-directed learning (SL) for readiness testing (six indicators), adequacy of technology (AT) for testing (five indicators), acceptance of online testing (AC) (seven indicators) and readiness training for testing (six indicators). The model was congruent with empirical data, and the survey results indicated that students were highly prepared at the “high” level. Practical implications This study disclosed several factors and indicators involved in the readiness for online testing. The university may use these findings in preparing its students for online testing for better achievement. Originality/value These findings may serve as a framework for the analysis of the readiness issues for online testing of undergraduate students and also offer guidance to the universities preparing to offer online testing.
... In the literature, it is seen that there are various studies with the same results as this study (Chung et al., 2020;Sakal, 2017;Ünal et al., 2021;Tang et al., 2021;Yakar & Yakar, 2021). However, it was also revealed that various studies differ from our study in terms of gender (Adams et al., 2022;Mirabolghasemi et al., 2019;Rafique et al., 2021;Reyes et al., 2021;Scherer et al., 2021;Turgut & Balbağ, 2017). This difference in students' readiness for ERT based on gender can be explained by the fact that women and men have different learning styles and preferences (Zine et al., 2023). ...
... In the literature, similar studies were found in which students were ready for ERT by scoring above the average (Adnan & Yaman, 2017;Chung et al., 2020;Fırat & Bozkurt, 2020;Sarıtaş & Barutçu, 2020;Ünal et al., 2021;Yakar & Yakar, 2021). Rafique et al. (2021) stated that students are sufficiently ready for ERT. As a result of the increased use of information and communication technologies in all areas of our lives (Aktaş & Çaycı, 2013), the fact that many students have information and communication technologies skills (Haznedar, 2012) may be effective in the high level of students' e-learning readiness. ...
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The study aimed to determine english as a foreign language (EFL) students' readiness and metaphorical perceptions of emergency remote teaching (ERT). Multiple research methods were used for this purpose. In this context, the survey model was used to determine students' readiness for ERT, and the phenomenological design was used to determine students' metaphorical perceptions. The study sample consisted of 411 students studying in the English Language and Literature department at a state university. In data collection, a scale was used to reveal students' readiness for ERT and the form "Emergency Remote Teaching is like .......... because........" was used to shed light on their metaphorical perceptions of it. While descriptive and predictive analysis methods were used to analyse quantitative data, metaphorical analysis was used to analyse qualitative data. As a result of the study, a significant difference was found in terms of students' readiness according to the grade level, the device used, and the perception of computer and technology usage skill competence, while no significant difference was found between the groups in terms of gender and distance education experience. It was also observed that the students' readiness score for ERT (X=3.27) was above the average. As for the qualitative data analysis results, most participants had negative perceptions of ERT, but some positive metaphors with favourable connotations regarding it emerged. To illustrate, in the study on metaphorical perception, it was seen that not only negative perceptions, such as challenging, inadequate, ineffective, unsystematic, and limited, but positive perceptions, such as comfortable, effective, supportive, and developing also emerged.
... Referring to the findings of this study, the internal LOC was significantly positively associated with self-management and the desire to learn subscales. According to Rafique et al. [73], students who were internally controlled had a greater desire to learn as compared to those with an external LOC in terms of readiness for SDL. Students with an internal LOC showed greater confidence in executing their study plans, requesting timely assis-tance, managing their time, and setting learning goals, as well as having higher learning expectations. ...
... They also demonstrated effective self-management and a genuine interest in learning, as well as demonstrating more innovation, motivation, and sharing their ideas with colleagues and teachers. Externally controlled students, however, did not possess these characteristics and relied more on external support to attain their goals [73]. ...
Article
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Background: Coronavirus disease (COVID-19) has caused one of the worst global pandemics in recent decades. It has disrupted education systems worldwide, leading to a forced shift from traditional face-to-face to blended or fully distanced learning, requiring a higher level of student readiness for self-directed learning (SDL) and a more internal locus of control (LOC). Objective: This study explored the relationship between locus of control and level of readiness for SDL among Saudi nursing students and whether the COVID-19 pandemic has impacted this relationship. Methods: A cross-sectional correlational descriptive study was conducted to survey 277 Saudi nursing students enrolled in the bachelor program at one of the reputable universities in Saudi Arabia. An E-questionnaire containing two scales, the Self-Directed Learning Readiness Scale for Nursing Education, and the Locus of Control Scale, was used to collect data in addition to the selected participants' characteristics. Results: Nursing students had a moderate-to-low level of readiness for SDL (mean = 144.0), and the majority had an external LOC. There was a significant association between locus of control and level of readiness for self-directed learning (r = 0.19 *, p = 0.001), and the internal locus of control was more significantly associated with self-directed learning (r = 0.22 *, p = 0.0001) than with external locus of control. Conclusion: The study findings indicate a propensity of respondents indicating an external locus of control, whereas most of the respondents' reported levels of readiness ranged between low and moderate across all dimensions of self-directed learning. This study was not registered.
... 27 A study in Pakistan, revealed that students were motivated but not confi dent in their decision about online education. 28 Besides readiness there are other factors which infl uence student online learning including but not limited to age, academic achievement, gender, brain processing, culture and creative thinking. [28][29][30] Students stress level is also a factor that can aff ect online learning as described by Jackson J et al. 31 Other infl uences of eLearning include students' learning style preferences, multimedia design, quality of video and audio, internet speed and access, student engagement, and instructional method. ...
... 28 Besides readiness there are other factors which infl uence student online learning including but not limited to age, academic achievement, gender, brain processing, culture and creative thinking. [28][29][30] Students stress level is also a factor that can aff ect online learning as described by Jackson J et al. 31 Other infl uences of eLearning include students' learning style preferences, multimedia design, quality of video and audio, internet speed and access, student engagement, and instructional method. 32 It is important that learning objectives should match with eLearning. ...
... First, teacher trainees found it challenging to focus while learning in an online environment not only because of technical problems such as poor Internet connectivity, but nontechnical problems such as lack of engagement (Che . Second, the drawbacks of online learning among teacher trainees include lack of motivation, feeling bored, too much information and lack of digital skills as well as lack of engagement in self-directed learning (Rafique et al., 2021). In addition, there are also some obstacles such as lack of physical touch and lack of social interaction which as a result online learning is not as effective as traditional classroom learning (Mathew & Chung, 2021). ...
... Furthermore, the main problem in online learning environment in a COVID-19 era lies in the seemingly low levels of engagement and it requires some efforts to overcome this in order to deliver quality learning experiences (Andrew et al., 2021). Plus, these challenges can trigger the students to feel that they are missing something and this has resulted in the below par learning experience (Rafique et al., 2021). Thus, teacher trainees' engagement level is an important factor in academic performance especially in online learning environment. ...
... Referring to the findings of this study, the internal LOC was significantly positively associated with self-management and desire to learn subscales. According to Rafique et al. [73], students who were internally controlled had a greater desire to learn as compared to those with an external LOC in terms of readiness for SDL. Students with an internal LOC showed greater confidence in executing study plans, requesting timely assistance, managing their time, and setting learning goals, as well as having higher learning expectations. ...
... They also demonstrated effective self-management and a genuine interest in learning, as well as demonstrating more innovation, motivation, and sharing their 9 ideas with colleagues and teachers. Externally controlled students, however, did not possess these characteristics and relied more on external support to attain their goals [73]. ...
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Full-text available
Background: Coronavirus disease (COVID-19) has caused one of the worst global pandemics in recent decades. It has disrupted education systems worldwide, leading to a forced shift from traditional face-to-face to blended or fully distanced learning, requiring a higher level of student readiness for self-directed learning (SDL) and a more internal locus of control (LOC). Objective: This study explored the relationship between locus of control and level of readiness for SDL among Saudi nursing students and whether the COVID-19 pandemic has impacted this relation-ship. Methods: a cross-sectional correlational descriptive study was conducted to survey 277 Saudi nursing students enrolled in the bachelor program at one of the reputable universities in Saudi Arabia. An E-questionnaire containing two scales, the Self-Directed Learning Readiness Scale for Nursing Education, and the Locus of Control Scale, was used to collect data in addition to the selected participants’ characteristics. Results: Nursing students had a moderate-to-low level of readiness for SDL (mean = 144.0), and the majority had an external LOC. There was a significant association between the locus of control and level of readiness for self-directed learning (r = 0.19*, p = 0.001), and the internal locus of control was more significantly associated with self-directed learning (r = 0.22*, p = 0.0001) than with external locus of control. Conclusion: The study findings indicate a propensity of respondents towards an external locus of control, whereas most of the respondents’ reported levels of readiness ranged between low and moderate across all dimensions of self-directed learning. This study was not registered.
... Referring to the findings of this study, the internal LOC was significantly positively associated with self-management and desire to learn subscales. According to Rafique et al. [73], students who were internally controlled had a greater desire to learn as compared to those with an external LOC in terms of readiness for SDL. Students with an internal LOC showed greater confidence in executing study plans, requesting timely assistance, managing their time, and setting learning goals, as well as having higher learning expectations. ...
... They also demonstrated effective self-management and a genuine interest in learning, as well as demonstrating more innovation, motivation, and sharing their 9 ideas with colleagues and teachers. Externally controlled students, however, did not possess these characteristics and relied more on external support to attain their goals [73]. ...
Preprint
Full-text available
Background: Coronavirus disease (COVID-19) has caused one of the worst global pandemics in recent decades. It has disrupted education systems worldwide, leading to a forced shift from traditional face-to-face to blended or fully distanced learning, requiring a higher level of student readiness for self-directed learning (SDL) and a more internal locus of control (LOC). Objective: This study explored the relationship between locus of control and level of readiness for SDL among Saudi nursing students and whether the COVID-19 pandemic has impacted this relationship. Methods: a cross-sectional correlational descriptive study was conducted to survey 277 Saudi nursing students enrolled in the bachelor program in one of the reputable universities in Saudi Arabia. An E-questionnaire containing two scales, the Self-Directed Learning Readiness Scale for Nursing Education, and the Locus of Control Scale, was used to collect data in addition to the selected participants’ characteristics. Results: Nursing students had a moderate-to-low level of readiness for SDL (mean = 144.0), and the majority had an external LOC. There was a significant association between locus of control and level of readiness for self-directed learning (r = 0.19*, p = 0.001), and the internal locus of control was more significantly associated with self-directed learning (r = 0.22*, p = 0.0001) than with external locus of control. Conclusion: The study findings indicate a propensity of respondents towards an external locus of control, whereas the majority of the respondents reported low to moderate levels of readiness across all dimensions of self-directed learning. This study was not registered.
... Self-efficacy for course content and self-efficacy for technological skills predict the performance of online learners (De Fátima Goulão, 2014). Internet self-efficacy is an important predictor of online learning success across the world (Hamdan et al., 2021;Kundu, 2020;Rafique et al., 2021;Torun, 2020). For instance, Hamdan et al. (2021) studied university students' interaction, internet self-efficacy, self-regulation, and satisfaction with online education during the COVID-19 pandemic and found that selfregulated learning, internet self-efficacy, learner-content interaction, learner-learner interaction, and the number of theoretical e-learning courses were all highly significant indicators of students' satisfaction with online education. ...
... Harries et al. (2021) and Medina-Guillen et al. (2021) underscore the challenges brought about by the COVID-19 pandemic, impacting the graduation of medical students and increasing teacher workload, respectively. Rafique et al. (2021) identify computers, internet access, and communication as primary hurdles in distance learning, while Karakaya et al. (2021) stress the crucial role of a teacher's health, economy, and education in maintaining the continuity of the learning process. Zhao et al. (2021) emphasise the importance of creating conditions that protect students' positive emotions. ...
Article
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The research delves into the repercussions of the COVID-19 pandemic on Indonesia’s education sector, notably the transition from conventional face-to-face teaching to distance learning policies (Haqien & Rahman, 2020). It centres on identifying challenges and appraising government policies responding to the crisis, focusing on effectively implementing distance learning, especially in remote regions grappling with network constraints and inadequate facilities. Employing a qualitative case study methodology rooted in Dunn’s (2003) analytical theory, the research scrutinises the outcomes of Indonesian government policies during the pandemic, emphasising their impact on the shift to distance learning. The findings underscore the rapid governmental responses to the pandemic, particularly in education, necessitating a shift to distance learning for safety. However, challenges persist, notably in remote areas with connectivity and infrastructure limitations. The study advises reevaluating zoning policy’s impact on learning modes. Research highlights challenges, urging policy reassessment and increased support in Indonesia. The paper is crucial for policymakers, educators, and stakeholders, providing vital insights to enhance the resilience and adaptability of the education system in unforeseen crises.
... Students communicate with each other through mediated tools and technology and by asking questions in online discussions to help them understand the subject more deeply. Previous studies have concluded that students need efficacy in online communication to prevent barriers in such communication and feelings of isolation during online learning (Rafique et al., 2021). ...
... E-learning flourishes professional insight in librarians and enables them to properly disseminate information services having applied a user-centered approach (Foster 2018). It offers many career development opportunities that are annexed and embedded with librarians' services in the libraries in real-time (Liu et al. 2019;Rafique et al. 2021). ...
Article
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The purpose of the study was to identify the effects of e-learning technologies on librarians’ sustainable competence development and smart library services. This study used a quantitative research design for addressing the objectives. The population consisted of librarians from the public and private sector universities ( n = 244) of Pakistan. The data were analyzed by using Smart PLS. E-learning technologies was the independent variable while sustainable competence development and smart library services were dependent variables that further consisted of various constructs and items. A significant impact of e-learning technologies was found on all the sub-constructs of sustainable competence development and smart library services. Findings revealed that e-learning technologies turn librarians into skilled assets and innovative sustainable smart library services are implemented.
... Consistent with previous research, our study aligns with prior findings emphasizing the importance of e-learning preparedness for academic success [56,57]. These studies showed that semester-prior GPA or academic achievement is a strong predictor of preparation for E-learning during situations like COVID-19. ...
Article
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Background As 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. Purpose This 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. Design This study employed a cross-sectional design. Methods A 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. Findings Previous 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). Conclusion This study provides valuable insights into the critical role of academic self-efficacy and e-learning readiness in enhancing academic achievement among nursing students.
... This is supported by the opinion of Mayar et al [30] which states that student motivation and satisfaction in the learning process is determined by the method used by the lecturer. Unpreparedness in facing online learning will affect decreasing student motivation and achievement [31]- [33]. The data analysis above is also supported by the research results of [14], [34]; revealed that, during the online learning process, it dissatisfied many students with the learning system implemented by teachers in schools. ...
Article
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The learning process was initially carried out online during the pandemic then after the post-pandemic, learning activities began to be carried out face-to-face. This raises a new problem, because lecturers who teach are starting to be required to use various media in the learning process in the new normal era. But in reality, the lecturers still use old methods such as lectures or task-based learning. Therefore, the research objective is to develop a new model that can be used in the learning process in higher education. This type of research is development research using the ADDIE approach. The instrument used was a student learning motivation questionnaire and a student learning satisfaction questionnaire following the lesson. Another instrument used is a Likert model scale with three alternative answers. The operational procedure taken in this research and development goes through three stages, namely: (1) preliminary study, (2) preparation of conceptual models (3) validity test and (4) practicality test. The results of the validity test show that the model book and manual are in the very valid category from the aspects of design, language and content. Furthermore, the practicality test results show that model books and guidebooks for project-based learning models using flipped classrooms for drawing lectures in tertiary institutions are practically used by lecturers. The implications of this research can help lecturers in designing practical learning.
... Appendix A: List of retrieved articles for review [3], [20][21][22][23][24][25][27][28][29][41][42][43][49][50][51][52][53][54][73][74][75][76][100][101][102][103][104][105][106]114,115], [30][31][32]44,47,[55][56][57][58][59][77][78][79][80][81]88,89,107,109,120], [45,[60][61][62]90], [33,48,[62][63][64][82][83][84]91,92,112], [26,[34][35][36]46,[65][66][67][93][94][95], [6], [113,121,122]. ...
Article
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The flexibility and relatively low cost of mobile devices make educational systems more accessible for learners and educators worldwide. When incorporated with the internet, it creates a better learning environment than the conventional classroom lecture. Many studies have been done to shed insight into the existing state of mobile learning (M-learning) studies. However, further research is needed into this topic at a specific time, i.e., during the COVID-19 pandemic. This study aims to retrieve, review, investigate, and critically assess the existing literature on M-learning that was conducted during the COVID-19 concerning our research theme. This study considered publications from four databases, narrowed our initial search results of 4056 articles down to 83 that are relevant to our research questions, and did an in-depth analysis based on the systematic review protocol. The findings explored the major focusing areas of M-learning applications, the regional sentiment of M-learning users, the determinants and perceptions of M-learning, as well as the benefits, challenges, and opportunities associated with M-learning. This systematic literature review (SLR) was performed to apportion a contribution toward an improved understanding of the basic principles that underpin the rethinking of M-learning applications for policymakers, online course designers, and blended learning facilitators.
... (1) Creativity, is the ability to find patterns of thinking and alternatives when experiencing obstacles (Dal et al., 2016;Henriksen, Gretter, & Richardson, 2020;Sari & Afriansyah, 2022), (2) Ability to take responsibility, students have fully control of learning (Bernstein, et al., 2015;Rafique et al., 2021;Permatasari & Afriansyah, 2022). ...
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Computational Thingking (CT) dan entrepreneurship membutuhkan pemikiran matematika, begitu pula pada pembelajaran matematika membutuhkan pola pikir CT dan karakter entrepreneurship. Penelitian ini bertujuan mengekplorasi potensi CT dilihat dari karakter entrepreneur. Penelitian menggunakan pendekatan kualitatif deskriptif. Tiga mahasiswa calon guru Matematika menjadi subyek terpilih dari duapuluh subyek penelitian. Pengambilan data melalui data tes, angket dan wawancara. Hasil penelitian mengungkapkan bahwa aktivitas CT dari karakter entrepreneur tinggi dan sedang ditemukan aktivitas CT dengan komponen abstraksi, algoritma, kreativitas, dekomposisi, dan generalisasi. Kuatnya karakter enterpenur berupa kreativitas memunculkan komponen baru dalam menyelesaikan masalah matematika. Kreativitas direkomendasikan menjadi salah satu komponen CT dalam pembelajaran matematika. Computational Thinking (CT) and entrepreneurship require mathematical thinking, as well as learning mathematics requires a CT mindset and entrepreneurial character. This research reports on an educational research study that explores the potential of CT in terms of entrepreneurial character. Research using a descriptive approach. Three prospective mathematics teacher students were selected from the twenty subjects of this study. Data collection through data tests, questionnaires and interviews. The results of the study revealed that CT activity had a high entrepreneurial character and moderate CT activity was found with components of abstraction, algorithm, creativity, decomposition, and generalization. The strong character of the entrepreneur in the form of creativity raises a new component in solving mathematical problems. Creativity is recommended to be a component of CT in learning mathematics.
... By the presence of this media, learners could engage intensively in acquiring the target language, that is English, while enjoying learning using the media. Other studies have also indicated how online learning media raises learners' English learning motivation (Alobaid, 2020;Rafique et al., 2021). ...
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Objective: The present study aims to explore the relationship between EFL students' intercultural contact through social networking sites and their L2 motivation. Method: To do so, a number of 162 university students participated in answering three sets of questionnaires. A regression analysis identified correlations between L2 motivation and intercultural engagement through social networking sites during the learning process. Results and Discussion: Instagram and YouTube were determined to be the primary sources of intercultural contact among Indonesian EFL students. The study also revealed a substantial relationship between intercultural contact, the L2 motivational self-system, and its constituents. Originality/Value: Based on the findings, this study suggests that teachers employ social networking sites as often as possible in classroom activities to engage students with meaningful learning in their target language.
... Regarding their mean scores in the five dimensions, participants reported the highest readiness in computer/Internet self-efficacy, followed by motivation for English learning, while the lowest readiness scores in learner control and online communication self-efficacy. These findings are similar to those of previous studies (Hung et al., 2010;Ismail et al., 2022;Naji et al., 2020;Rafique et al., 2021;Zou et al., 2021). As Ismail et al. (2022) explained that increased exposure to computers and the Internet boosted students' confidence and readiness for online learning. ...
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The current study employs a cross-sectional survey to investigate whether Chinese university students were fully e-ready after three years of full-scale online English instruction and their willingness to continue this mode in the post-pandemic era. It also explores the potential mediating roles of foreign language enjoyment (FLE) and burnout in shaping the relationship between readiness and continuance intention in the EFL online setting. A total of 447 Chinese university students participated in the questionnaire survey and data were analyzed using SPSS 26 and structural equation modeling with Amos 26. The main findings revealed that Chinese students rated their readiness and intention to continue learning English online similarly at a moderate level. Students' readiness was positively linked to FLE and continuance intention and negatively linked to burnout. However, the correlation between burnout and continuance intention was statistically insignificant and negative. Additionally, FLE mediated the relationship between readiness and continuance intention, while burnout showed no mediating effect. This study suggests prioritizing pedagogical design, enhancing students' experience of FLE, and regularly updating professional development programs for improved teaching with technology, ultimately facilitating greater L2 achievement and well-being. 本研究采用横断面调查的方法,探讨中国大学生在经过三年的全面线上英语教学后是否已做好 充分的线上学习准备,以及他们是否愿意在后疫情时代继续这种教学模式。本研究还探讨了外 语愉悦(FLE)和外语倦怠在学生线上学习准备度与继续学习意愿之间关系的潜在中介作用。 共有 447 名中国大学生参与了问卷调查,数据采用 SPSS 26 和 Amos 26 结构方程模型进行分析。 主要研究结果显示,中国学生对线上英语学习的准备度和继续学习意愿类似,均处于中等水平。 学生准备度与外语愉悦和继续学习意愿呈正相关,与外语倦怠呈负相关。然而,外语倦怠与线 上继续学习意愿之间的相关性在统计上并不显著,而且是负相关。此外,外语愉悦在线上学习 准备度和继续学习意愿之间起到了中介作用,而外语学习倦怠则没有起到中介作用。本研究建 议优先考虑教学设计,增强学生对外语愉悦的体验,并定期更新教师培训内容,辅助教师完善 线上教学,最终提升学生外语学业成绩及幸福感。
... 8 There was a change in situation when all public and private educational institutions in Pakistan, like many other nations around the world, were instructed by regulatory bodies to conduct all of their teaching and learning activities online until the spread of COVID-19 slowed down. 9,10 There are two stakeholders of online learning, the technology and the learner itself. Technology has been essential for the development of online learning. ...
... A significant number of studies were made about transition to online learning during the pandemic discussing issues about access to technology, organization of classes, social interactions (Potra, et al., 2021;Lis, et al., 2020;Valjataga, et al., 2020) and innovative engagement in online learning (Portela, 2020). Several studies were also made specifically in LIS (Rafique, Mahmood, et al., 2021;Lau, et al., 2020;Majanja, 2020). ...
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Background. The pandemic has become a struggle in education, particularly in countries where online learning was not the mode of delivery before Covid-19 became a global crisis. In addition, personal circumstances in countries were also a hindering factor such as the military unrest in Myanmar, some recurring natural disasters in the Philippines, Malaysia and Indonesia, and the diverse backgrounds of students.
... The faculty and the students use various online conferencing tools like zoom, Microsoft teams, etc., that were not utilized in a standard traditional setting. Prior studies suggested various benefits of hybrid/Hyflex models, including working from the convenience of their home, flexibility and time management, and easier collaboration with the faculty through online meetings [9]. However, this technological reliance generated another paramount concern regarding how effective this integration is? Especially in light of the previous studies, which suggested that online teaching or ERT was a more challenging mode of instruction for intrinsically hard concepts, courses with lab components, or large class sizes such as programming courses [10]. ...
... In research on student readiness for online education, higher education students were psychologically ready (Demir Öztürk & Eren, 2021;Martin et al. 2020;Alsancak Sırakaya, 2016;İlhan & Çetin 2013), motivated (Rafique et al. 2021), and technically and technologically ready (Linjawi and Alfadda, 2018). The extensive usage of communication technologies is increasing students' computer-internet and online communication self-efficacy (Aktaş & Çaycı, 2013). ...
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Highlights Abstract • University students' readiness and presence are important for effective online education • Preparatory and freshmen students' online readiness and presence were high during Covid-19 pandemic • University students' online readiness and presence differ various demographic variables • Before commencing university, students can take comparable online education orientation programs from public or university continuing education services. This study aims to investigate university students' readiness and presence towards online teaching in the context of various variables. The study is designed as survey research, one of the quantitative models. The sample of the study consists of 318 preparatory and first-year university students studying at a university in the Eastern Anatolian Region of Turkey. The data were obtained using the "Readiness for Online Learning Scale" and "The Community of Inquiry Model " scale. Descriptive statistics and inferential were used in the analysis of the data. As a result of the study, it was revealed that university students' readiness levels for online learning and their social, cognitive and teaching presence were high. In addition, it was determined that university students' readiness levels and perceptions of presence differ statistically according to age, gender, education level, monthly income of the family and connection device. The implications were discussed in terms of theoretical insights and administration for online learning. Article Info: Research Article
... However, most studies identified problems, investigated phenomena, and provided solutions based on quantitative approaches. They, for example, identified students' perception toward distance learning by using questionnaires (Mathew & Chung, 2021), mapped students' learning behavior during online learning (Rafique et al., 2021) and tested students' digital learning readiness and metacognitive skills to determine students' performance during online learning (Anthonysamy et al., 2020), (Händel et al., 2020). Most findings and conclusions were based on statistical data. ...
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COVID-19 outbreak has caused some significant learning issues for students, such as internet connections, digital competence, heavy workloads, distraction, and difficult time management. However, there is still limited exploration on how students survived in online learning. To fill the void, this study aims to explore specifically how students completed their assignments in pandemic. The method focused on discourse content analysis to investigate students’ personal reflection. There were 22 undergraduate students who shared their reflective notes as main data. Supporting data were obtained from observation in Zoom meeting, WhatsApp group and Google Classroom. All data were analyzed by using COVID-19 Online Learning (CoOL) conceptual framework which includes three inputs: 1) students’ interaction, 2) instructors’ course design and 3) institutions’ facilities. Based on the results, interaction and course design play a significant role in achieving learning goals. They created a careful plan, studiedindependently, collaborated with peers, and consulted their work to the teachers. At the end of the semester, they gained new insight about knowledge and teamwork skills. In conclusion, students were able to survive online learning during the pandemic. Furthermore, teachers’ role is to enhance their effort by providing guidelines and feedback.
... This is supported by the opinion of Mayar et al [30] which states that student motivation and satisfaction in the learning process is determined by the method used by the lecturer. Unpreparedness in facing online learning will affect decreasing student motivation and achievement [31]- [33]. The data analysis above is also supported by the research results of [14], [34]; revealed that, during the online learning process, it dissatisfied many students with the learning system implemented by teachers in schools. ...
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The learning process was initially carried out online during the pandemic then after the post-pandemic, learning activities began to be carried out face-to-face. This raises a new problem, because lecturers who teach are starting to be required to use various media in the learning process in the new normal era. But in reality, the lecturers still use old methods such as lectures or task-based learning. Therefore, the research objective is to develop a new model that can be used in the learning process in higher education. This type of research is development research using the ADDIE approach. The instrument used was a student learning motivation questionnaire and a student learning satisfaction questionnaire following the lesson. Another instrument used is a Likert model scale with three alternative answers. The operational procedure taken in this research and development goes through three stages, namely: (1) preliminary study, (2) preparation of conceptual models (3) validity test and (4) practicality test. The results of the validity test show that the model book and manual are in the very valid category from the aspects of design, language and content. Furthermore, the practicality test results show that model books and guidebooks for project-based learning models using flipped classrooms for drawing lectures in tertiary institutions are practically used by lecturers. The implications of this research can help lecturers in designing practical learning.
... Nevertheless, Tang et al. (2021) found the opposite result, where hands-on learning and the coronavirus outbreak may be a reason to encourage male students to participate in online learning more actively. Male students showed stronger perceptions of an interactive classroom communication system than female students, significantly enhancing their learning experience (Rafique et al., 2021). ...
... Yasin (2020) shows that online communication self-efficiency in an online learning environment promotes students' online learning readiness. Similarly, Rafique et al. (2021) discovered that online communication selfefficiency for students is relatively good because students are confident in expressing their emotions and humour through text using online tools. Therefore, the research hypothesis was formulated as follows: ...
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Purpose The world after the pandemic of Covid-19 is looking at a different environment in teaching and learning and primarily being influenced by general online learning readiness. Perception towards the measurement of online learning readiness would also need to change. This study seeks to determine whether Malaysian undergraduate students are ready to study online if the Movement Control Order (MCO) is reimposed. Design/methodology/approach Using an online poll, this study analysed 299 undergraduate students from Malaysia's public and private universities. The collected data were then analysed using SmartPLS software to test the measurement model and structural equation modelling. Findings The findings of this study indicate that computer self-efficacy and self-directed learning have a substantially positive link with online learning preparedness among Malaysian undergraduate students. Research limitations/implications Findings in this study indicate that universities should draw comprehensive plans to enhance students' readiness in terms of indicators such as technology usage, technology availability, computer and internet efficacy, self-directed learning and attitude. One of the aspects that require change is online communication self-efficacy. Thus, there is a need for improvement, or this would affect undergraduates adversely, especially in the event of future MCO. Originality/value The originality of this article lies in the time frame this study was conducted, where cases of coronavirus infection are seen to increase around the world and there is a possibility that movement restrictions will be re-enforced. The findings in this study are expected to give insight to the government in the effort of the national higher education plan. By not undervaluing previous research models, this research model should give a new perspective to the academic literature on online learning among undergraduate students.
... We employed Hung et al. 2010 scale because of its versatile nature and suitability to college students. [30] signifying upcoming researchers to reflect the objective behavior of the respondents and make parallel assessments. A more recent study by Celik & Cagiltay [31] took up mixed methodology practice to pull qualitative plus quantitative data and also pointed out that the reason for high level of readiness is prior experience in online learning. ...
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Globally, the evolution of the Internet as a platform to deliver learning has recently seen a surge and post-pandemic decade-long growth has occurred in just two years. This paper highlights the growing demand and capacity mismatch in educational institutions while education is transcending as lifelong learning, and there is also an urgent need to improve education quality. The information dissemination would motivate educational institutions to power up the delivery system to meet capacity constraints and beat the escalating costs in higher education while making it sustainable for all. This paper presents an abstract model based on a theoretical examination of linking the students' motivation to accept the latest technologies with their readiness to engage in online learning. The researchers studied the model developed on a sample of 200 undergraduate students. This study significantly impacts ushering the diffusion of digital learning tools to meet the learning gaps. It demands agility among education institutions in playing the role of technology enablers, as any strategy used to increase ease of use will be a force multiplier towards readiness for learning online.
... Un aspecto esencial que destaca en la convergencia de estos factores es la importancia del uso de las tecnologías como vía para atenuar la brecha generacional y lograr un diálogo con el estudiantado. Por tanto, la capacitación, la educación constante y el perfeccionamiento de las capacidades docentes constituye un imperativo, a la vez que una herramienta para la consecución de los objetivos compartidos por profesores, estudiantes y la institución (Händel et al., 2022;Paliwal y Singh, 2021;Rafique et al., 2021). ...
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The present research, centered on Ciudad del Este, addressed the articulation and implementation of innovative strategies to ensure the perpetuity and effectiveness of learning in contexts of health emergencies. The exploration focused on distance education modalities, intensively integrating digital technologies and online resources. Adopting an exploratory-descriptive methodology, data collection was carried out through surveys to examine the emergent educational practices during the health crisis meticulously. The findings underscore the pivotality of distance education and technologization to ensure educational continuity while simultaneously identifying preponderant challenges, such as equity in educational access and active student participation. The proffered results provide a wealth of cardinal information for educational entities, teaching professionals, and decision-makers, facilitating the understanding and optimizing educational strategies in crises. In conclusion, this study highlights the imperative need to deploy innovative pedagogical approaches in health emergencies, pointing to distance education and implementing digital technologies as preeminent solutions to ensure continuous and quality education in the studied region. Such strategies not only lean towards the resilience of the current educational system but also pave the way for robust preparation in the face of future challenges.
... However, the reason why the mean scores of female students on the FMA & TSAC factor were higher than those of males can be explained by their higher tendency to use mobile applications to facilitate communication and collaboration with instructors and peers in classroom environments. The findings of the study by Rafique et al. (2021) that concluded that females have better online communication self-efficacy than males supported this conclusion. Therefore, this study suggests that female students have a higher perception of acceptability in using the MALPs while learning a foreign language. ...
... Plus, teachers cannot monitor their students concerning their understanding and learning progress (Ní Fhloinn & Fitzmaurice, 2021). In the study of Rafique et al. (2021), it is depicted that most teachers are not ready and prepared to teach online learning environments during the pandemic. As a result, teachers cannot make their students think logically about statistics concepts, and learning the subject is not that satisfying or rewarding for them. ...
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Statistics education amid the new normal faced a lot of challenges and barriers where students cannot seriously experience the logical and rewarding nature of statistics. This research article aimed to describe the logical and rewarding nature of statistics experienced by students in the new normal and elucidate the causal determinants. The study dealt with secondary and cross-sectional data from the current study in the literature. Standard descriptive measures, frequency table, and chi-square test were calculated to summarize the selected variables, and ordered logistic regression was employed to capture the influencing factors of how logical and rewarding learning statistics is. Results showed that, on average, statistics learning during distance education is both logical and rewarding. The regression models revealed that the predictors of the logical nature of statistics are younger students, male students, money for the internet, and a conducive place for learning. Meanwhile, the predictors of the rewarding nature of statistics are male students, household assets, physical health, money for the internet, and a conducive place for learning. Conclusively, students with more resources and a comfortable place for learning are likely to perform better and satisfied with learning. Hence, students in distance education must be provided with suitable tools for learning, and a healthy and conducive environment for studying.
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Objective: This study aimed to evaluate dental students' perceived readiness for e-learning in low—and middle-income countries, employing the Online Learning Readiness Scale (OLRS). Study Design: A cross-sectional study Place and Duration of Study: This study was conducted at the College of Dentistry, King Faisal University Al-Ahsa, Saudi Arabia, from March to August 2023. Methods: An electronic survey was conducted among dental students in six countries: Egypt, India, Nigeria, Pakistan, Saudi Arabia, and Sudan. Convenience and snowball sampling techniques were employed to recruit the participants and disseminate the survey links through collaborative networks. Results: This study included 665 dental students; 59.4% were female, and 73.4% were younger younger students. Most participants (74%) were enrolled in public institutions, with 54.4% categorized as senior students. The highest average score for the agreement was 52.9% in online communication self-efficacy. Saudi Arabia scored highest across all constructs, while Sudan recorded the lowest, primarily due to insufficient institutional support. Notably, computer/internet self-efficacy demonstrated significant correlations with all other constructs, while the motivation for learning correlated significantly with self-directed learning and online communication self-efficacy. Conclusion: The findings underscored the importance of assessing dental students' perceived readiness for e-learning, which emerges as a crucial factor in ensuring the efficacy of educational processes. While overall readiness was evident among dental students, variations were observed across demographic factors such as age, gender, study level, and institutional type. The disparity in readiness levels highlights the necessity for tailored approaches to support e-learning initiatives, particularly in regions with limited institutional resources.
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The objective of the study was to explore Student Readiness in Online Learning Environment: Student readiness in the online learning environment is a crucial factor in determining academic success. The research was descriptive and to attain the objectives a sample of a total of 300 students 92 male and 208 female students from the Bahauddin Zikariya University, Emerson University Multan, and The Women University Multan. The findings revealed students' overall moderate level of readiness for the online learning environment and positive attitude towards various aspects of online education. The study findings may help institutions and teachers by providing further training to improve students' digital skills, ensuring the improvement of learning practices in new online environments, and implementing guidelines and policies.
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Background The COVID-19 pandemic prompted adjustments in education, raising concerns about students' competency achievement. Despite these changes, aspects like student engagement (SE), basic needs fulfillment (BNF), and stress levels (SL) in nursing students during community-based clinical practice remain understudied. Objectives This study aims to examine the relationships between students’ competencies achievement (SCA), student engagement, basic needs fulfillment, and stress levels among nursing students engaging in community-based clinical practice during the COVID-19 pandemic. Design and Methods: A cross-sectional online survey was conducted with 451 nursing students from Indonesia, Malaysia, and India. Online questionnaires assessing SCA, SE, BNF, and SL were administered between November and December 2021. Results The study involved 131 participants from Indonesia, 138 from Malaysia, and 182 from India, with an average age of 22.52. Multivariate analysis, employing linear regression revealed that across the three countries, online student engagement demonstrated the strongest association with SCA (B: 0.701; p-value: 0.0001). However, specific factors—stress levels, learning methods, and study year—showed greater relevance in Indonesia, India, and Malaysia, respectively. Conclusions The COVID-19 pandemic significantly impacted nursing students' teaching and learning experiences during clinical practice. Enhancing online engagement between academic lecturers and students is imperative for attaining clinical competencies.
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Purpose This study focuses on developing a scale that encompasses aspects of readiness to change by library management in dealing with the next normal scenario in libraries. It investigates measuring change readiness in terms of library service operations, workflows, administration, programs and spaces, which can give an overview of a library institution's preparedness to meet new roles and expectations. Design/methodology/approach The descriptive quantitative research was employed using a two-phase approach. It attempts to design an instrument referred to as change-readiness instrument for library managers (CRILM), which was derived from an original self-developed questionnaire consisting of a 20-item readiness-for-change attributes. Validity and reliability of CRILM were tested using Exploratory Factor Analysis and Cronbach’s Alpha. Sample size calculation was employed to determine the required number of subjects to participate in the study. Library managers who are head librarians from different types of libraries were the target samples. Content validation of the items was conducted for suitability and context. Findings CRILM was tested both valid and reliable. The initial results yielded from the respondent sample indicated that CRILM is deemed suitable for measuring change-readiness among library managers and libraries. The factor-analyzed items were grouped into three subscales based on their characteristics, namely, flexibility in work and services, learning support readiness and adaptive to changing service environments. Research limitations/implications CRILM covered the major domains and constructs of change readiness in the context of a library setting. However, the scale should be subjected to further testing and use by a wider target group to strengthen its usability and confidence level. Item analysis was not employed. Practical implications The results of the study offer help to library managers in assessing the readiness of their organizations to effectively manage change and be future-ready. Originality/value This study attempts to bridge the gap in readiness-for-change instruments by introducing a scale in the library service environment as a potential contribution in the practice of library management.
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Covid-19 came with unprecedented changes in higher education necessitated by a need to save the academic year all over the world. Institutions and instructors all over the world had to devise different strategies for teaching and learning under unfavorable circumstances. This included the development of content suitable for online learning and assessments during these challenging times. To save the academic year online strategies/tools had to be used. This article navigates through existing literature to observe the online learning strategies/tools that were used during the COVID-19 pandemic. This study uses a systematic literature review methodology as adopted by Tranfield, Denver, and Smart (2003) and modified by Hansen and Schaltegger (2016) to explore and unveil all the existing online learning strategies used during COVID-19. A systematic review is a transparent and reproducible process for literature identification related to online learning tools during COVID-19. The study covers articles written from 2019 to the end 2021 calendar year. The results show video conferencing tools were used to conduct classes with Zoom the, most used tool, and Teams, Google Meet, and Youtube amongst others. Social media platforms such as WhatsApp, Facebook, Linked In, and Twitter amongst others were used for communication purposes. The online learning strategies/tools were a saving grace during the Covid-19. These results give insights of the existing online learning tools used during crises all over the world and serve as guidance for future use in case of crisis. Further, gives insights to government, and academic institutions on what worked and did not work during the pandemic in education.
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This study aims to investigate students' intention to continue using e-learning platforms post the Covid-19 pandemic. This research proposed a theoretical model by adopting the Unified Theory of Acceptance and Use of Technology 2 (UTAUT 2) theory and developed it using factors derived from student personal traits and lecturer skills in developing interaction in the platform. The model was validated using 466 feedbacks from active students at Nusa Nipa University who had used online learning during the COVID-19 pandemic. The finding shows that habit and Lecturer interaction significantly directly affect students' continued intentions to use e-learning.
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The digital divide is referred to the gap between people who have access to Internet and technology and those who don’t. In this chapter, the digital divide and the most important related factors are sketched out, as well as the forms of digital inclusion that have been developed and applied in Greece in the last two decades are discussed. For this purpose, a systematic literature review was carried out based on scientific papers and national and European reports related to the research questions. Analysing the limited number of sources found in the field, some important findings arose. During the last twenty years, the digital divide in Greece affects and has been affected by different citizens’ characteristics, social-economic status and education level. Specific factors that dynamically related to the digital divide in Greece, seem to be education, digital literacy and skills, age, gender, employment, income, Internet access, place of residence, e-government and marital status. Τhe current dimensions of digital divide in Greece as they emerged from the results of the present study, as well as various measures to improve the phenomenon, are discussed.
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Buku ini membahas perilaku penerimaan pengguna e-learning melalui pengembangan model dengan mengintegrasikan teori dan studi empiris. Penulis menguraikan faktor-faktor yang memengaruhi perilaku dan penerimaan teknologi dalam e-learning, menawarkan pengembangan model yang mendalam. Melalui analisis studi empiris, pembaca diajak untuk memahami bagaimana model tersebut dapat diterapkan dalam situasi nyata, dengan penekanan khusus pada model yang telah dikembangkan. Buku ini merinci perpaduan teori dan aplikasi praktis yang membuat buku ini relevan bagi pembaca yang tertarik pada pengembangan e-learning area model perilaku penerimaan teknologi.
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Introduction The COVID-19 pandemic imposed dramatic changes on educational practices worldwide. Many universities and schools have moved into the delivery of their courses and educational programs utilizing fully electronic online modes. This study aims to evaluate the pharmacy student distance online learning experience during the COVID-19 pandemic. Methods A cross-sectional survey was utilized where a 3-domain survey questionnaire focused on preparedness, attitude and barriers was distributed to students at the time of conclusion of the semester. Each domain consists of multiple questions that made up a score that reflects their preparedness, attitude as well as barriers relevant to distance online learning experience. The survey was voluntarily, and all data were collected and recorded via google forms with maintaining anonymity. Results The response rate was about 75% (n = 309). The results’ analysis revealed no gender differences in any of these domains. However, there were some variable responses among different educational levels. The average preparedness score was 32.8 ± 7.2 (Max 45), the average attitude score was 66.8 ± 16.6 (Max 105), and the average barrier score was 43.6 ± 12.0 (Max 75). There was statistical significance difference in both preparedness score and attitude scores between different professional years ( P-value <.05). However, there was no difference in barrier scores among all professional years. The results indicated that about 61.4% of the students agreed on that college of pharmacy was well-prepared and ready for the online education during the emerging COVID-19 pandemic with complete transition into online education. The results also indicated that 49.2% of the students showed positive attitude toward the provided online learning. The results indicated that about 34% of the students identify some barriers toward the provided online learning. Finally, there were strong association between the need for training on how to receive online courses and preparedness and barriers scores. Discussion and conclusion E-learning experience pose challenges and presents opportunities during emergency situations. The need for training for students and faculty was highly associated with the preparedness and barriers domains rather than the infrastructure or computer literacy, so the school can improve their experience by addressing these needs.
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pandemic enforced all the academic institutions to start online classes for the students. But the students' readiness for the adoption of online learning remains unknown. Hence, this study aimed to assess the readiness of online classes among students. Descriptive cross-sectional web based survey was carried out among 704 students who have enrolled in various streams of Bachelor level programs in Chitwan Medical College. The finding of this study revealed that 87.1% of students from various faculties were ready for online classes during COVID pandemic and 88.8% had internet facility in their home setting. Furthermore, this study found that readiness for online classes was significantly higher among female than male students (89.7% vs.83.5%, p=0.016) and students who had internet accessibility in their residence than those who did not have it (83.8% vs.34.2%, p=<0.001) but there was no significant association between readiness for online classes with academic programs (p=0.062) and years (p=0.905). Therefore, online learning can be considered as a viable alternative method in the academic institutions for the students.
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Presents an integrative theoretical framework to explain and to predict psychological changes achieved by different modes of treatment. This theory states that psychological procedures, whatever their form, alter the level and strength of self-efficacy. It is hypothesized that expectations of personal efficacy determine whether coping behavior will be initiated, how much effort will be expended, and how long it will be sustained in the face of obstacles and aversive experiences. Persistence in activities that are subjectively threatening but in fact relatively safe produces, through experiences of mastery, further enhancement of self-efficacy and corresponding reductions in defensive behavior. In the proposed model, expectations of personal efficacy are derived from 4 principal sources of information: performance accomplishments, vicarious experience, verbal persuasion, and physiological states. Factors influencing the cognitive processing of efficacy information arise from enactive, vicarious, exhortative, and emotive sources. The differential power of diverse therapeutic procedures is analyzed in terms of the postulated cognitive mechanism of operation. Findings are reported from microanalyses of enactive, vicarious, and emotive modes of treatment that support the hypothesized relationship between perceived self-efficacy and behavioral changes. (21/2 p ref)
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The purpose of this paper was to examine the relationship between self-efficacy and online learning environments. Self-efficacy refers to “beliefs in one’s capabilities to organize and execute the courses of action required to produce given attainments” (Bandura, 1997, p. 3). This paper reviews studies on self-efficacy in online learning environments from 1997 to 2015. Three main categories were discussed: computer self-efficacy, Internet and information-seeking self-efficacy and LMS (Learning Management Systems) self-efficacy. Possible areas of research on self-efficacy in online learning environments were suggested.
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Discussion of learner-controlled instruction focuses on a study of undergraduates that compared learner control with program control in interactive videodisc instruction for making an origami crane. Student performance, self-efficacy concerning the instructional task, time on task, and student attitudes toward the instruction are examined. (32 references) (LRW)
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The study presented in this paper sought to explore several dimensions to online learning. Identifying the dimensions to online learning entails important basic issues which are of great relevance to educators today. The primary question is “what are the factors that contribute to the success/failure of online learning?” In order to answer this question, we need to identify the important variables that: (1) measure the learning outcome and (2) help us understand the learning experience of students using specific learning tools. In this study, the dimensions we explored are student’s attitude, affect, motivation and perception of an Online Learning Tool usage. A survey methodology was used such that validated items from previous relevant research work were adopted. 105 students completed the questionnaire. An exploratory factor analysis (EFA) was implemented on the data captured. Results of the EFA identified the items that are relevant to the present context and the items that can be used to measure the dimension to online learning. Affect and perception were found to have strong measurement capabilities with the adopted items while motivation was measured the weakest.
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The current study evaluates existing and new validity evidence for the Academic Motivation Scale (AMS; Vallerand et al., 1992). We first provide a narrative review synthesizing past research, and then conduct a validity investigation of the scores from the measure. Data analysis using a sample of 1406 American college students provided construct validity evidence in the form of a well-fitting seven-factor model and adequate internal consistency of the item responses. Convergent and discriminant validity evidence provided insight into the distinctiveness of the seven subscales. However, support for the scale’s simplex structure, which would represent the self-determination theory continuum, was not fully substantiated. Implications for theory and the scale’s use in the current form are discussed.
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This paper examines the relationship between student characteristics of online learning readiness and student outcomes in online courses at two higher educational institution. Data were collected from student surveys (student characteristics of readiness and outcomes) and merged with institutional student information systems data (e.g., demographics and course grades). Multiple regression analyses revealed that several student characteristics of online learning readiness significantly influenced student outcomes. MANOVA analyses were conducted to examine between group differences of each student characteristics among underrepresented student groups. Significant findings are reported for minorities and for students with disabilities.
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I: Background.- 1. An Introduction.- 2. Conceptualizations of Intrinsic Motivation and Self-Determination.- II: Self-Determination Theory.- 3. Cognitive Evaluation Theory: Perceived Causality and Perceived Competence.- 4. Cognitive Evaluation Theory: Interpersonal Communication and Intrapersonal Regulation.- 5. Toward an Organismic Integration Theory: Motivation and Development.- 6. Causality Orientations Theory: Personality Influences on Motivation.- III: Alternative Approaches.- 7. Operant and Attributional Theories.- 8. Information-Processing Theories.- IV: Applications and Implications.- 9. Education.- 10. Psychotherapy.- 11. Work.- 12. Sports.- References.- Author Index.
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The statistical tests used in the analysis of structural equation models with unobservable variables and measurement error are examined. A drawback of the commonly applied chi square test, in addition to the known problems related to sample size and power, is that it may indicate an increasing correspondence between the hypothesized model and the observed data as both the measurement properties and the relationship between constructs decline. Further, and contrary to common assertion, the risk of making a Type II error can be substantial even when the sample size is large. Moreover, the present testing methods are unable to assess a model's explanatory power. To overcome these problems, the authors develop and apply a testing system based on measures of shared variance within the structural model, measurement model, and overall model.
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Computer technology provides spaces and locales for language learning. However, learning style preference and demographic variables may affect the effectiveness of technology use for a desired goal. Adapting Reid's pioneering Perceptual Learning Style Preference Questionnaire (PLSPQ), this study investigated the relations of university students' learning styles and the use of computer technology for language learning, and whether the demographic variables of gender and age would make a difference. Chinese students aged 17–36 years (M = 20.31, SD = 3.42) from two universities in Hong Kong (N = 401: male = 140 and female = 261) responded to a survey about four learning styles and computer technology. Principal components analysis and confirmatory factor analysis established the five factors, which were all positively correlated. No gender differences were found in technology application and learning styles (visual, auditory, kinesthetic, and tactile). Only some subtle age differences were found in kinesthetic and tactile styles but not in technology use. Structural equation modeling found significant relations of computer use with visual and kinesthetic learning styles but not auditory and tactile styles. Evidence points to the benefit of helping the learners to discover their own learning styles, and optimizing learners’ visual and kinesthetic learning for the use of computer resources and activities for language learning.
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Intrinsic and extrinsic types of motivation have been widely studied, and the distinction between them has shed important light on both developmental and educational practices. In this review we revisit the classic definitions of intrinsic and extrinsic motivation in light of contemporary research and theory. Intrinsic motivation remains an important construct, reflecting the natural human propensity to learn and assimilate. However, extrinsic motivation is argued to vary considerably in its relative autonomy and thus can either reflect external control or true self-regulation. The relations of both classes of motives to basic human needs for autonomy, competence and relatedness are discussed.
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The attitudes and the self‐efficacy that characterize learners relative to the Internet have been identified as important factors that affect learners' motivation, interests and performance in Internet‐based learning environments. Meanwhile, learners' perceptions of the Internet may shape learners' attitudes and online behaviours. This study investigates university students' attitudes and self‐efficacy towards the Internet, and explores the role that university students' perceptions of the Internet may play in their Internet attitudes and self‐efficacy. The results indicate that university students demonstrate positive attitudes and adequate Internet self‐efficacy and that these students are more inclined to view the Internet as a functional tool—a functional technology. Gender differences exist in university students' attitudes towards, and perceptions of, the Internet; that is, male students demonstrate Internet attitudes that are more positive than those of their female peers. Furthermore, students who perceive the Internet as a leisure tool (e.g. as a tour or a toy) show more positive attitudes and communicative self‐efficacy than students who use the Internet as a functional technology. Educators and researchers need to be aware of these differences and to take them into consideration in their instruction. Lastly, this study serves as a starting‐point for research that more broadly explores learners' perceptions of the Internet.
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Previous work on the Dunning–Kruger effect has shown that poor performers often show little insight into the shortcomings in their performance, presumably because they suffer a double curse. Deficits in their knowledge prevent them from both producing correct responses and recognizing that the responses they produce are inferior to those produced by others. Krajč and Ortmann (2008) offered a different account, suggesting instead that poor performers make performance estimates with no more error than top performers. Floor effects, coupled with the assumption of a backwards-J performance distribution, force their self-evaluations errors to be frequently positive in nature. Krajč and Ortmann, however, offered no empirical data to test their “signal extraction” account. In three studies, we assessed their theoretical model by examining whether (1) the data producing the Dunning–Kruger effect fit the statistical assumptions considered by Krajč and Ortmann necessary to produce it, and (2) to see if their framework reproduced Dunning–Kruger errors in a data set that fit their statistical assumptions. We found that the Krajč–Ortmann framework failed to anticipate self-evaluative misperceptions on the part of poor performers, but that it does much better at accounting for misperceptions among top performers. Paradoxically, the model suggests that Kruger and Dunning (1999) may have underestimated the accuracy of top performers, even though their account asserts such accuracy.
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This study investigated whether the factor of "hypermedia preference" in a web-based learning environment (WBLE) affects students' task performance under "learner control with and without advisement" conditions. Eighty-one undergraduates at National Taiwan Normal University were randomly assigned to a learner-controlled treatment, with or without advisement. Two-way full factorial model ANOVA was used to test for main effects and the interaction assumption between hypermedia preference and conditions of control on means difference between posttest and pretest scores. As expected, students' task performance is mainly affected by learner control (with/without advisement). However, although students' hypermedia preference has no direct relation to their performance in WBLE, when hypermedia preference works together with learner control, there is a significant joint influence on students' task performance. Students with a low hypermedia preference level benefited significantly from the presence of learner control with advisement. Students with a high hypermedia preference level were not significantly affected by the presence or absence of learner control with advisement.
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To test the potential value of McVay's (2000) Readiness for Online Learning questionnaire for research and practice, the instrument was administered to 107 undergraduate university students drawn from a range of courses in the United States and Australia. The questionnaire was subjected to a reliability analysis and a factor analysis. The instrument fared well in the reliability analysis, and yielded a two-factor structure that was readily interpretable in a framework of existing theory and research. Factors identified were "Comfort with e-learning" and "Self-management of learning." It is suggested that the instrument is useful for both research and practice, but would be enhanced through further work on 5 of the 13 items. Additionally, further work is required to establish predictive validity.
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Presents a critique of published learner control studies that highlights problems with definitions of learner control, theoretical foundations, treatment duration, outcome measures, sample sizes, and conclusions. Recommendations are made concerning the exploration of alternative models for research focused on learner control and other aspects of computer-based instruction. (Contains 40 references.) (LRW)
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Online course offerings are expanding. Although many are independent study courses with some contact with instructors and other students, discussion-oriented courses are also delivered on the Web. This study examined the nature of student participation in one such course. Access to course materials varied widely from student to student but reflected an overall commitment to learning. Student posts to the threaded discussion were very focused on the course content. Participation in the course changed while students served as course moderators, suggesting the positive effect such a role may have on learning and community building. A strong sense of community was established as students engaged in dialogue with each other and with the instructor.
Book
Readers who want a less mathematical alternative to the EQS manual will find exactly what they're looking for in this practical text. Written specifically for those with little to no knowledge of structural equation modeling (SEM) or EQS, the author's goal is to provide a non-mathematical introduction to the basic concepts of SEM by applying these principles to EQS, Version 6.1. The book clearly demonstrates a wide variety of SEM/EQS applications that include confirmatory factor analytic and full latent variable models.