Online Learning Readiness: Its Relations to College Students' Changes over Time, and Willingness to Enroll in Future Courses

Online Learning Readiness: Its Relations to College Students' Changes over Time, and Willingness to Enroll in Future Courses

Min-Ling Hung (Ming Chuan University, Taoyuan City, Taiwan)
Copyright: © 2016 |Pages: 12
DOI: 10.4018/IJTHI.2016010104
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Abstract

The purpose of this study was to examine whether online students' course-related readiness would undergo changes between midterm exams and final exams, and which student-readiness factors might predict students' willingness to take an online course again. The analysis used survey data from 217 students enrolled in an online course that was presented three times over three consecutive semesters. The results of this study were as follows: (1) an increase in communication self-efficacy and a decrease in learner control and in motivation for learning from middle of the semester to the end of the semester; (2) communication self-efficacy and learning motivation were statistically significant predictors of the students' willingness to take future online courses.
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2. Literature Review

To be successful, a learner may possess certain dispositions toward learning. In this study, we used Hung, et al., (2010)’s Online Learning Readiness Scale (OLRS) for further investigation. The OLRS was validated in five dimensions: self-directed learning, motivation for learning, computer/Internet self-efficacy, learner control, and online communication self-efficacy, as discussed in the following.

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