Research Article
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Year 2022, , 239 - 263, 22.04.2022
https://doi.org/10.30831/akukeg.991017

Abstract

References

  • References Alawamleh, M., Al-Twait, L. M., & Al-Saht, G. R. (2020). The effect of online learning on communication between instructors and students during Covid-19 pandemic. Asian Education and Development Studies. https://doi.org/ 10.1108/AEDS-06-2020-0131
  • Allen, I. E., & Seaman, J. (2013). Changing Course: Ten Years of Tracking Online Education in the United States. Wellesley MA: Babson College/Quahog Research Group.
  • Aliyyah, R. R., Rachmadtullah, R., Samsudin, A., Syaodih, E., Nurtanto, M., & Tambunan, A. R. S. (2020). The perceptions of primary school teachers of online learning during the COVID-19 pandemic period: A case study in Indonesia. Journal of Ethnic and Cultural Studies, 7(2), 90-109. https://doi.org/ 10.29333/ejecs/388
  • Alotaibi, K., Tohmaz, R., & Jabak, O. (2017). The relationship between self-regulated learning and academic achievement for a sample of community college students at King Saud University. Education Journal, 6(1), 28-37. https://doi.org/ 10.11648/j.edu.20170601.14
  • Alsancak Sırakaya, D., & Yurdugül, H. (2016). Öğretmen Adaylarının Çevrimiçi Öğrenme Hazır Bulunuşluluk Düzeylerinin İncelenmesi: Ahi Evran Üniversitesi Örneği. Journal of Kirsehir Education Faculty, 17(1).
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  • Barker, P. (2002). Skill sets for online teaching (pp. 85-90). Association for the Advancement of Computing in Education (AACE).
  • Bekele,T. A. (2010). Motivation and satisfaction in internet-supported learning environments: A review. Journal of Educational Technology & Society, 13(2), 116-127.
  • Bodomo, A. B. (2010). Strategies for enhancing and evaluating interactivity in web-based learning and teaching. International Journal of Web-Based Learning and Teaching Technologies (IJWLTT), 5(4), 18-43.
  • Bonk, C. J., & Lee, M. M. (2017). Motivations, achievements, and challenges of self-directed informal learners in open educational environments and MOOCs. Journal of Learning for Development, 4(1), 36-57.
  • Borotis, S., & Poulymenakou, A. (2004). E-learning readiness components: Key issues to consider before adopting e-learning interventions. In E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1622-1629). Association for the Advancement of Computing in Education (AACE).
  • Bowles, M. (2004). Relearning to E-learn: strategies for electronic learning and knowledge. Melbourne University Press, Carlton, Victoria, Australia.
  • Buzdar, M. A., Ali, A., & Tariq, R. U. H. (2016). Emotional intelligence as a determinant of readiness for online learning. International Review of Research in Open and Distributed Learning, 17(1), 148-158. https://doi.org/10.19173/irrodl. v17i1.2149
  • Büyüköztürk, Ş. (2002). Sosyal Bilimler İçin Veri Analizi El Kitabı: İstatistik. Araştırma Deseni, SPSS Uygulamaları ve Yorum, Pegema Yayıncılık, Ankara.
  • Chen, B., Fan, Y.-Z., Zhang, G.-G., & Wang, Q. (2017, March). Examining motivation and self-regulated learning strategies of returning MOOCs learning. The Seventh International Learning Analytics & Knowledge Conference, Vancouver, BC, Canada
  • Chew, S.Y. (2010) Integrating ICT in English language teaching: Teachers’ and students’ perspectives. In: Persidangan Inovasi Dalam Penyelidikan Pendidikan, 13 Julai 2010, Universiti Malaya.
  • Chuang, S. C., Lin, F. M., & Tsai, C. C. (2015). An exploration of the relationship between Internet self-efficacy and sources of Internet self-efficacy among Taiwanese university students. Computers in Human Behavior, 48, 147-155. https://doi.org/10.1016/j.chb.2015.01.044
  • Chung, E., Noor, N. M., & Vloreen Nity Mathew. (2020). Are You Ready? An Assessment of Online Learning Readiness among University Students. International Journal of Academic Research in Progressive Education and Development, 9(1), 301–317. https://doi.org/10.6007/IJARPED/v9-i1/7128
  • Chung, E., Subramaniam, G., & Dass, L. C. (2020). Online Learning Readiness among University Students in Malaysia amidst COVID-19. Asian Journal of University Education, 16(2), 46-58. https://doi.org/10.24191/ajue.v16i2.10294
  • Cigdem, H., & Yildirim, O. G. (2014). Effects of students' characteristics on online learning readiness: A vocational college example. Turkish Online Journal of Distance Education, 15(3), 80-93.
  • Cigdem, H., & Ozturk, M. (2016). Critical components of online learning readiness and their relationships with learner achievement. Turkish Online Journal of Distance Education, 17(2).
  • Compeau, D. R., & Higgins, C. A. (1995). Computer self-efficacy: Development of a measure and initial test. MIS quarterly, 189-211.
  • Creswell, J. W., & Plano Clark, V. L. (2007). Designing and conducting mixed methods research. Thousand Oaks, CA: SAGE
  • Creswell, J. W. (2013). Steps in conducting a scholarly mixed methods study. DBER Speaker series, University of Nebraska
  • Çakır, Ö., & Horzum, M. B. (2015). The Examination of the Readiness Levels of Teacher Candidates for Online Learning in terms of various Variables. Journal of Theory & Practice in Education (JTPE), 11(1).
  • Çetin, B. (2008). Marmara Üniversitesi Sınıf Öğretmeni Adaylarının Bilgisayarla ilgili Öz-Yeterlik Algılarının İncelenmesi. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, (11), 101-114.
  • Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crisis. Journal of Educational Technology Systems, 49(1),5-22. https://doi.org/ 10.1177/0047239520934018
  • Eastin, M. S., & LaRose, R. (2000). Internet self-efficacy and the psychology of the digital divide. Journal of computer-mediated communication, 6(1), JCMC611. https://doi.org/10.1111/j.1083-6101.2000.tb00110.x
  • Ergen, B., & Kanadli, S. (2017). The Effect of Self-Regulated Learning Strategies on Academic Achievement: A Meta-Analysis Study. Eurasian Journal of Educational Research, 69, 55-74. https://doi.org/10.14689/ejer.2017.69.4
  • Firat, M., & Bozkurt, A. (2020). Variables affecting online learning readiness in an open and distance learning university. Educational Media International, 57(2), 112-127. https://doi.org/10.1080/09523987.2020.1786772
  • Genc, G., Kulusakli, E., & Aydin, S. (2016). A Comparative Study on the Motivation and Attitudes of Language Learners of Online Distance and Traditional In-Classroom Education. Turkish Online Journal of Distance Education, 17(4), 63-75.
  • Geng, S., Law, K. M., & Niu, B. (2019). Investigating self-directed learning and technology readiness in blending learning environment. International Journal of Educational Technology in Higher Education, 16(1),17. https://doi.org/10.1186/s41239-019-0147-0
  • Gibbs, A. (2012). Focus groups and group interviews. Research methods and methodologies in education, 186-192.
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  • Hosseini, S. B., & Branch, I. S. T. (2015). Computer-mediated communication: Pedagogical and language learning implications. International Journal on New Trends in Education and Their Implications, 6(1), 163-176.
  • Hukle, D. R. L. (2009). An evaluation of readiness factors for online education. Mississippi State University.
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To What Extent Are Preparatory School Students Ready for Online Learning?

Year 2022, , 239 - 263, 22.04.2022
https://doi.org/10.30831/akukeg.991017

Abstract

The aim of this study is to investigate the opinions of students enrolled at the School of Foreign Languages concerning their readiness to online learning. Method: Sequential mixed method design was used in this descriptive study. To collect data, the researcher administered Online Learning Readiness Scale (OLRS) and interview questions. As for data analysis, the data obtained from the quantitative part of the questionnaire were analyzed using descriptive statistics. For the qualitative part of the research, inductive content analysis was applied to analyze the beliefs of prep school students to ascertain their levels of online learning readiness. Findings: The results revealed that prep school students had moderate level of readiness for online learning. They indicated enhanced computer/internet and online communication self-efficacy and motivation whereas they often failed to direct and control their own online learning. Implications for Research and Practice: Bearing these findings in mind, some implications were drawn at the end of the study about the ways of increasing their online learning readiness, particularly their self-regulated learning. A final suggestion was that researchers and practitioners should seek to understand better why students generally can’t be successful at directing and controlling their own online learning.

References

  • References Alawamleh, M., Al-Twait, L. M., & Al-Saht, G. R. (2020). The effect of online learning on communication between instructors and students during Covid-19 pandemic. Asian Education and Development Studies. https://doi.org/ 10.1108/AEDS-06-2020-0131
  • Allen, I. E., & Seaman, J. (2013). Changing Course: Ten Years of Tracking Online Education in the United States. Wellesley MA: Babson College/Quahog Research Group.
  • Aliyyah, R. R., Rachmadtullah, R., Samsudin, A., Syaodih, E., Nurtanto, M., & Tambunan, A. R. S. (2020). The perceptions of primary school teachers of online learning during the COVID-19 pandemic period: A case study in Indonesia. Journal of Ethnic and Cultural Studies, 7(2), 90-109. https://doi.org/ 10.29333/ejecs/388
  • Alotaibi, K., Tohmaz, R., & Jabak, O. (2017). The relationship between self-regulated learning and academic achievement for a sample of community college students at King Saud University. Education Journal, 6(1), 28-37. https://doi.org/ 10.11648/j.edu.20170601.14
  • Alsancak Sırakaya, D., & Yurdugül, H. (2016). Öğretmen Adaylarının Çevrimiçi Öğrenme Hazır Bulunuşluluk Düzeylerinin İncelenmesi: Ahi Evran Üniversitesi Örneği. Journal of Kirsehir Education Faculty, 17(1).
  • Artino, A. R. (2008). Motivational beliefs and perceptions of instructional quality: Predicting satisfaction with online training. Journal of computer assisted learning, 24(3), 260-270. https://doi.org/10.1111/j.1365-2729.2007.00258.x
  • Barker, P. (2002). Skill sets for online teaching (pp. 85-90). Association for the Advancement of Computing in Education (AACE).
  • Bekele,T. A. (2010). Motivation and satisfaction in internet-supported learning environments: A review. Journal of Educational Technology & Society, 13(2), 116-127.
  • Bodomo, A. B. (2010). Strategies for enhancing and evaluating interactivity in web-based learning and teaching. International Journal of Web-Based Learning and Teaching Technologies (IJWLTT), 5(4), 18-43.
  • Bonk, C. J., & Lee, M. M. (2017). Motivations, achievements, and challenges of self-directed informal learners in open educational environments and MOOCs. Journal of Learning for Development, 4(1), 36-57.
  • Borotis, S., & Poulymenakou, A. (2004). E-learning readiness components: Key issues to consider before adopting e-learning interventions. In E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1622-1629). Association for the Advancement of Computing in Education (AACE).
  • Bowles, M. (2004). Relearning to E-learn: strategies for electronic learning and knowledge. Melbourne University Press, Carlton, Victoria, Australia.
  • Buzdar, M. A., Ali, A., & Tariq, R. U. H. (2016). Emotional intelligence as a determinant of readiness for online learning. International Review of Research in Open and Distributed Learning, 17(1), 148-158. https://doi.org/10.19173/irrodl. v17i1.2149
  • Büyüköztürk, Ş. (2002). Sosyal Bilimler İçin Veri Analizi El Kitabı: İstatistik. Araştırma Deseni, SPSS Uygulamaları ve Yorum, Pegema Yayıncılık, Ankara.
  • Chen, B., Fan, Y.-Z., Zhang, G.-G., & Wang, Q. (2017, March). Examining motivation and self-regulated learning strategies of returning MOOCs learning. The Seventh International Learning Analytics & Knowledge Conference, Vancouver, BC, Canada
  • Chew, S.Y. (2010) Integrating ICT in English language teaching: Teachers’ and students’ perspectives. In: Persidangan Inovasi Dalam Penyelidikan Pendidikan, 13 Julai 2010, Universiti Malaya.
  • Chuang, S. C., Lin, F. M., & Tsai, C. C. (2015). An exploration of the relationship between Internet self-efficacy and sources of Internet self-efficacy among Taiwanese university students. Computers in Human Behavior, 48, 147-155. https://doi.org/10.1016/j.chb.2015.01.044
  • Chung, E., Noor, N. M., & Vloreen Nity Mathew. (2020). Are You Ready? An Assessment of Online Learning Readiness among University Students. International Journal of Academic Research in Progressive Education and Development, 9(1), 301–317. https://doi.org/10.6007/IJARPED/v9-i1/7128
  • Chung, E., Subramaniam, G., & Dass, L. C. (2020). Online Learning Readiness among University Students in Malaysia amidst COVID-19. Asian Journal of University Education, 16(2), 46-58. https://doi.org/10.24191/ajue.v16i2.10294
  • Cigdem, H., & Yildirim, O. G. (2014). Effects of students' characteristics on online learning readiness: A vocational college example. Turkish Online Journal of Distance Education, 15(3), 80-93.
  • Cigdem, H., & Ozturk, M. (2016). Critical components of online learning readiness and their relationships with learner achievement. Turkish Online Journal of Distance Education, 17(2).
  • Compeau, D. R., & Higgins, C. A. (1995). Computer self-efficacy: Development of a measure and initial test. MIS quarterly, 189-211.
  • Creswell, J. W., & Plano Clark, V. L. (2007). Designing and conducting mixed methods research. Thousand Oaks, CA: SAGE
  • Creswell, J. W. (2013). Steps in conducting a scholarly mixed methods study. DBER Speaker series, University of Nebraska
  • Çakır, Ö., & Horzum, M. B. (2015). The Examination of the Readiness Levels of Teacher Candidates for Online Learning in terms of various Variables. Journal of Theory & Practice in Education (JTPE), 11(1).
  • Çetin, B. (2008). Marmara Üniversitesi Sınıf Öğretmeni Adaylarının Bilgisayarla ilgili Öz-Yeterlik Algılarının İncelenmesi. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, (11), 101-114.
  • Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crisis. Journal of Educational Technology Systems, 49(1),5-22. https://doi.org/ 10.1177/0047239520934018
  • Eastin, M. S., & LaRose, R. (2000). Internet self-efficacy and the psychology of the digital divide. Journal of computer-mediated communication, 6(1), JCMC611. https://doi.org/10.1111/j.1083-6101.2000.tb00110.x
  • Ergen, B., & Kanadli, S. (2017). The Effect of Self-Regulated Learning Strategies on Academic Achievement: A Meta-Analysis Study. Eurasian Journal of Educational Research, 69, 55-74. https://doi.org/10.14689/ejer.2017.69.4
  • Firat, M., & Bozkurt, A. (2020). Variables affecting online learning readiness in an open and distance learning university. Educational Media International, 57(2), 112-127. https://doi.org/10.1080/09523987.2020.1786772
  • Genc, G., Kulusakli, E., & Aydin, S. (2016). A Comparative Study on the Motivation and Attitudes of Language Learners of Online Distance and Traditional In-Classroom Education. Turkish Online Journal of Distance Education, 17(4), 63-75.
  • Geng, S., Law, K. M., & Niu, B. (2019). Investigating self-directed learning and technology readiness in blending learning environment. International Journal of Educational Technology in Higher Education, 16(1),17. https://doi.org/10.1186/s41239-019-0147-0
  • Gibbs, A. (2012). Focus groups and group interviews. Research methods and methodologies in education, 186-192.
  • Horzum, M. B., Kaymak, Z. D., & Gungoren, O. C. (2015). Structural equation modeling towards online learning readiness, academic motivations, and perceived learning. Educational Sciences: Theory & Practice, 15(3). https://doi.org/ 10.12738/estp.2015.3.2410
  • Hosseini, S. B., & Branch, I. S. T. (2015). Computer-mediated communication: Pedagogical and language learning implications. International Journal on New Trends in Education and Their Implications, 6(1), 163-176.
  • Hukle, D. R. L. (2009). An evaluation of readiness factors for online education. Mississippi State University.
  • Hung, M. L., Chou, C., Chen, C. H., & Own, Z. Y. (2010). Learner readiness for online learning: Scale development and student perceptions. Computers& Education, 55(3), 1080-1090. https://doi.org/10.1016/j.compedu.2010.05.004
  • Ilhan, M. & Çetin, B. (2013). The validity and reliability study of the Turkish version of an online learning readiness scale. Educational Technology Theory and Practice, 3(2), 72- 101.
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There are 81 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Articles
Authors

Sedat Korkmaz 0000-0003-0941-2856

Publication Date April 22, 2022
Submission Date September 3, 2021
Published in Issue Year 2022

Cite

APA Korkmaz, S. (2022). To What Extent Are Preparatory School Students Ready for Online Learning?. Journal of Theoretical Educational Science, 15(2), 239-263. https://doi.org/10.30831/akukeg.991017