Online Learning Readiness among Junior High School Students

Differences in stress levels between junior high school students and college students during online learning

The objective of the present study is to determine whether there is a significant relationship between the students' readiness in online learning and their emotional intelligence levels. Correlational research method was used in the study. Online Learning Readiness Scale which was developed by Hung et al. (2010) has been used and Trait Emotional Intelligence Scale - Short Form (TEIS-SF) developed by K. Petrides and Furnham (2000, 2001) were used as data collection tools. The questionnaires were applied to 95 students who attend Computer II course, which is provided only through distance learning in Uludag University. The conducted analyses demonstrated that there was a meaningful relationship between students' online learning readiness and the individual's emotional intelligence dimension. Individuals with a high social skills sub-dimension of emotional intelligence had high online learning readiness levels. Furthermore, it was determined that self-control emotional intelligence sub-dimension had a greater prediction power on learner control, one of the online learning readiness levels, when compared to other emotional intelligence sub-dimensions.

The purpose of the study was to determine pre-service student teachers’ readiness for emergency remote learning. The study participants consisted of 115 (66 males and 49 females) pre-service teachers of Gambaga College of Education, Ghana. Online learning readiness scale (OLRS) questionnaire was used to collect the data. Pre-service teachers were ready for online learning with overall readiness mean score of 3.65. The dimension with the highest mean score was motivation for learning (M = 3.97, SD = .90) followed by self-directed learning (M = 3.82, SD = .93). However, the dimensions of learner control (M = 3.30, SD = 1.00), computer/internet self-efficacy (M = 3.43, SD = 1.16) and online communication self-efficacy (M = 3.47, SD = 1.11) recorded low means. There was no significant difference in online learning readiness between males (M =3.71, SD =.82) and females (M = 3.57, SD = .76), t (.94), p = .349. Also, there was no significant difference in readiness between level 100 pre-service teachers (M = 3.65, SD = .79) and level 200 pre-service teachers (M = 3.68, SD = .85) t (-.122), p = .903.

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>.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).

This study aims to examine the effects of different online learning formats on academic achievement and perceived learning. Another aim of the study is to examine the effects of online learning formats, online learning readiness and self-directed learning with technology on achievement and perceived learning. In the study, a quasi-experimental design was used. Two groups were involved in the study. While hybrid (synchronous and asynchronous) online applications were applied in the first experimental group, asynchronous online applications were applied in the second experimental group. The participants of this study are 73 students who are enrolled in the “Open and Distance Learning” course, which is one of the common elective courses of the faculty of education. To analyze the data, independent sample t-tests, Pearson correlation analysis, and hierarchical regression analysis were used. According to the results of the study, it was concluded that there was a significant difference in achievement according to the online learning format used and that the achievement scores of the students were higher in the asynchronous online learning format. When the perceived learning of the students was analyzed according to the online learning format used in the study, it was concluded that there was no significant difference. As a result of the hierarchical regression analysis, it was seen that the online learning format used in the study (hybrid or asynchronous) was a predictor of academic achievement. Finally, it was concluded that the online learning method and self-directed learning with technology variables did not significantly predict perceived learning, but online learning readiness was a significant predictor of perceived learning.

The Covid-19 (acronym for the coronavirus disease of 2019) pandemic has signalled significance for online teaching and learning in higher education institutions (HEIs) both locally and internationally. This article reports on an empirically approved study that aimed to assess students’ digital readiness for online learning at the University of KwaZulu-Natal (UKZN), South Africa. The article presents the main areas examined to assess intrinsic and extrinsic factors influencing students’ online readiness with respect to their technical requirements; engagement with learning tools and resources; digital readiness; and satisfaction with the Moodle (acronym for Modular Object-Oriented Dynamic Learning Environment) online learning tool. Understanding students’ online learning readiness was deemed necessary for assisting UKZN in understanding such interventions and making improvements. The study drew on 400 students’ responses to a descriptive research design questionnaire to collect data from convenience-based purposive sampling. The constructs under study were measured for reliability using Cronbach’s alpha. The results indicated that most of the students used laptops to access learning resources, followed by smartphones. Technically, the students did not express difficulties with reliable electricity supply access and university data packages, but the noted deficiencies of network coverage, internet connectivity and provision of specialised software. While the students seemed ready to engage learning tools, nevertheless improvements could be made in participating in discussion forums and working in groups. Moodle received strong support, particularly for its continuous availability and flexibility. Interestingly, the study showed that the students were digitally ready for online learning, barring some improvement areas for readiness, although wider perspectives in tracking online learning are envisaged.

The COVID-19 epidemic caused a huge change in higher education, forcing schools all over the world to quickly switch from traditional in-person classes to online learning environments. At first, this change was made in reaction to an emergency, but now online learning is a permanent and strategic part of higher education in the post-COVID era. As a result, students' preparation for online learning has become a key factor in how well, fairly, and sustainably education works. This study examines students' preparedness for online learning in post-COVID higher education, concentrating on four fundamental dimensions: technology preparation, self-directed learning, learner motivation, and online communication efficacy. Using a quantitative survey study design, data were gathered from 420 undergraduate and postgraduate students attending public and private universities. An organized questionnaire, modified from established online learning preparation tools, was distributed electronically. We used descriptive statistics and inferential analysis to look at overall preparedness levels and how they changed based on demographic factors. The results show that students are fairly technologically ready, which is likely due to more time spent online during the pandemic. Nevertheless, moderate to low levels of preparation were noted in self-directed learning, motivation, and online communication, indicating ongoing difficulties that extend beyond technical proficiency. There were big variances in preparation based on how much online learning someone had done before and their socioeconomic background. These findings emphasize that successful online learning in the post-COVID era necessitates more than just technological access; it requires extensive institutional support that encompasses cognitive, motivational, and social aspects of learning. The study adds real-world data to studies on higher education after the pandemic and gives useful information for making policies, designing courses, and providing student support services that will help create inclusive and strong online learning environments.

This study aims to investigate the online learning readiness of learners and to examine this readiness according to various variables. The descriptive survey model was used in this study. The data of the study were collected from 1963 higher education students who participated voluntarily according to the convenience sampling method. Demographic information form and online learning readiness scale were used as data collection tools. The pandemic period academic grade point means of students constitute their academic achievement for this study. MANOVA was used to investigate whether the demographic variables influenced the readiness sub-factor mean scores of the students. One-factor ANOVA was used to determine whether the academic achievements of the students differ significantly according to their readiness levels. In this study, it was observed that the students had moderate-level readiness, but they were close to the high-level limit. It was observed that gender, education level and the faculty/college were effective on readiness while the grade level and the type of education were not effective. Learners who have a personal computer, internet connection or smart mobile phone are more ready for online learning. In addition, students with a high level of readiness got academically more successful. Readiness is crucial in the success of the experiences and activities to be performed in the online learning environment. Increasing the technological facilities and computer use, the competence of learners will increase online learning readiness and academic success.

It has been three years since the outbreak of the Covid-19, and until the epidemic is completely over, online learning will continue, based on a full understanding of the advantages of online classes, and how to readiness for online learning in order to better meet the learning needs of students and thus further improve the efficiency of online classes. In this context, it is of great importance to conduct an in-depth analysis of students' readiness for online learning. Using structured interviews, 10 students from an applied undergraduate school across the region were interviewed to explore the factors that influence students' readiness for online learning: 1) The differences in online learning readiness among students of different genders are greater. 2) The availability of technology and hardware facilities is the main factor in the readiness required for online learning. 3) Emergencies affect online learning readiness to some extent. 4) The impact of vision and students' perceptions are external factors that affect readiness for learning, and learning confidence and motivation are internal factors that affect readiness for learning. Accordingly, the following suggestions are made for the online learning readiness of university students: using gender differences to improve online learning readiness, improving the proficiency of teachers and students in using equipment (technology), improving the ability to deal with online learning emergencies, and clarifying learning motivation and correcting learning attitudes.

Online learning process in COVID-19 pandemic can decline the quality of subjective well-being of students. The constraints faced by the students in doing the online learning can make them more frequently feel negative emotions such as being anxious, stressful, confused or bored. The aim of this study is to test the online learning readiness and academic resilience on the subjective well-being among students. A number of previous researches showed that the students ready to have online learning and having a good academic resilience could increase their subjective well-being. This study involved 200 students of Junior High School 'X' Lampung having online learning. It used three instruments: (a) scale of positive and negative experience (SPANE) (Diener, Wirtz, Tov, Kim-Prieto, Choi, Oishi, & Biswas-Diener, 2009), (b) academic resilience scale (Martin & Marsh, 2006), and (c) scale of student's e-learning readiness questionnaire (Aydin & Tasci, 2005). The test of hypothesis used the Doubled Regression Analysis Technique (SPSS 20). The results of this study showed that the online learning readiness and academic resilience simultaneously were effective in determining the subjective well-being of students (R = 0.09, p < 0.01).Keywords: subjective well-being, academic resilience, online learning readiness, pandemic COVID-19.

Recent pandemic has fueled the growth of online learning like never before among the students of all levels. It has opened up tremendous opportunity to evaluate teaching practices through empirical investigation. The purpose of this paper is to examine the relationship between the learners’ readiness and their satisfaction towards online education. Online learning readiness is defined as skills needed by students to learn. It emphasises on self-learning management and understanding experiences of selflearning (Smith, 2005). Literature suggests that there are studies that explored the relationship between online learning readiness, academic motivation, perceived learning, cooperative working, achievement and continuation of education (Davis, 2006; Horzum, M. B., Kaymak, Z. D., & Gungoren, O. C.,2015). However, scholars paid less attention to the relationship between online learning readiness and student satisfaction among undergraduate engineering students. Research by Gunawardena and Duphorne (2000) has identified a direct connection between learning readiness and satisfaction of learning experiences. However, their study was on the adult who had undergone distance study through computer conferencing model. The present study considers a blended online learning model. Data were collected from 155 students who are studying an undergraduate course in Indian universities. The proposed causal relationship was examined with SmartPLS 3, as it is more suitable for the moderate sample size. The research showed a positive relationship between students’ online learning readiness and satisfaction. The findings demonstrated a significant relationship between the increasing levels of online learning readiness and student satisfaction. Administrators who are at the helm of responsibility of educational institutions should provide all the required facilities for the teachers to embrace online teaching.

Regardless of the preparation of teachers, the COVID-19 pandemic and the ensuing social distancing measures forced educational institutions worldwide to convert quickly to online teaching and learning. COVID-19 has disrupted educational processes globally. The relevance of researching COVID-19's effects on the educational system has increased to discover a logical solution to this problem. This study assumes that a unit-level analysis can provide some insight, despite the pandemic's extensive consequences. Thus, during the Covid-19 outbreak in the Eastern Cape of South Africa, this study examined the preparation of accounting teachers for online learning. In a case study research design, a qualitative approach, a ten accounting teachers’ sample that was appropriate and intentional, was used. According to the survey, accounting learners are not aware of the potential applications of online learning in the classroom. The fact that schools do not promote online learning was another conclusion. The experts advise school administrators to schedule regular lectures online so that learners can learn. Redesigning classrooms is necessary to facilitate online learning.

The COVID-19 pandemic has caused major changes in pedagogical practices worldwide. As COVID-19 cases increased, universities had to move their teaching online, requiring both instructors and students to engage through online learning platforms. This study explored the effects of students’ online learning readiness and online self-regulated English learning on their satisfaction with the online English learning experience. Additionally, it investigated whether and how online learning readiness and online self-regulated English learning influenced students’ perceived English self-efficacy which could in turn influence their satisfaction with the online English learning experience. Data were collected from 163 university students in Macau, China. The results of partial least squares structural equation modeling showed that students’ online learning readiness significantly influenced their satisfaction with the online English learning experience directly and indirectly through online self-regulated English learning. Furthermore, online learning readiness affected students’ perceived English self-efficacy. However, online self-regulated English learning did not significantly impact students’ perceived English self-efficacy, and there was no significant link between students’ perceived English self-efficacy and their satisfaction with the online English learning experience. The implications of this study are given.

The suicide mortality rate per 100 000 population (SMRP) consistently decreased before the COVID-19 pandemic outbreak in Japan and then unexpectedly increased during the pandemic. However, the underlying mechanisms remain poorly understood. To identify trends in and factors associated with suicidal mortality and motives among students in Japan from 2007 to 2022. In this cross-sectional study, data on SMRPs among Japanese middle-school, high-school, and university students were obtained from the government suicide database Suicide Statistics of the National Police Agency. Age-dependent and temporal fluctuations in annual SMRPs, disaggregated by suicidal motive (7 categories and 52 subcategories), sex, and school, were analyzed using linear mixed-effect and joinpoint regression models, respectively. Total suicide numbers from 2007 to 2022 were as follows: 760 male middle-school students, 635 female middle-school students, 2376 male high-school students, 1566 female high-school students, 5179 male university students, and 1880 female university students. The mean (SD) student populations from 2007 to 2022 were as follows: 1 752 737 (81 334) male middle-school students, 1 675 572 (78 824) female middle-school students, 1 648 274 (67 520) male high-school students, 1 614 828 (60 032) female high-school students, 1 652 689 (32 724) male university students, and 1 229 142 (57 484) female university students. Among male students, the leading motives were school-related factors (underachievement and worrying about the future), followed by family-related and health-related motives. Among female students, school-related and family-related motives decreased, but health-related motives showed an age-dependent increase. The SMRPs of middle-school male students and female students were almost equal (mean [SD], 2.7 [1.0] vs 2.4 [1.4]), but the age-dependent increase in SMRPs among male students was pronounced (mean [SD], high-school vs university male students, 9.1 [2.4] vs 19.6 [3.0]; high-school vs university female students, 6.1 [2.4] vs 9.6 [1.8]). However, the incidence of suicide among high-school students associated with health-related motives was greater in female students. The majority of suicides associated with major impactable suicidal motives (school-related, health-related, and family-related motives) began increasing before the pandemic. Changes in SMRP associated with interpersonal relationships, such as conflict with classmates or parents, were not significant, but the rates increased greatly during the pandemic. School-related, health-related, and family-related problems were major motives, whereas the impacts of health-related and family-related motives increased and decreased with age, respectively. Notably, most SMRPs associated with major impactable motives (underachievement, conflict with a parent or classmate, and mental illnesses) had already begun increasing in the late 2010s, indicating that recent increasing SMRPs among school-aged individuals were associated with pandemic-related factors and other factors affecting this generation before the pandemic. It may be inappropriate to uniformly apply research findings based on school-aged individuals to school-based suicide prevention programs for students in middle school, high school, and university.

Readiness is a critical factor to implement effective educational change. Accordingly, the present study aims to examine Algerian university EFL students’ online learning readiness. To reach this aim, a survey is conducted with 150 first year EFL students from Ibn Khaldoun University of Tiaret using an online questionnaire. The findings of this study highlight the correlation between EFL students’ readiness and willingness to online learning. It is found that due to technological constraints, the majority of EFL students demonstrate low level of online learning readiness which, in turn, affects their willingness to engage actively in this process. They rate themselves lower in terms of prior experience of online learning, time management, self directed learning, self efficacy, online communication and motivation. Hence, this study ends up with some suggestions and further practical implications.