Determining the e-learning readiness of higher education students: A study during the COVID-19 pandemic.

The low readiness of university students to implement e-learning during the COVID-19 pandemic is a worrying issue. Lack of motivation and satisfaction in learning coupled with low technological skills are widely revealed as contributing factors. This study examines the role of technological skills, equipment capabilities, user satisfaction, and motivation on e-learning readiness. Furthermore, the study also examines the significance of the mediating role of motivation. The study adopted an ex-post-facto design involving 1052 students as participants. Data is collected from a questionnaire form integrated into the university's e-monev system. SEM-PLS is a data analysis tool with a confidence interval of 97.5%. After being analysed, technology skills, equipment capabilities, user satisfaction, and motivation are proven to play a role in e-learning readiness. Likewise, motivation also succeeded in proving its mediating role in this study. The study's results further clarify that efforts to improve e-learning readiness require digital technology capabilities, equipment capabilities, user satisfaction, and motivation, so vocational education must strengthen these aspects.

Students' Career Decision-Making during Online Learning: The Mediating Roles of Self-Efficacy in Vocational Education

In the last decade, vocational education in Indonesia has experienced problems in making career decisions for students, which was exacerbated by the COVID-19 pandemic. Therefore, this research aims to examine the role of self-efficacy and mediate digital literacy, social environment, and counselling guidance in influencing career decision-making. This is an ex-post-facto research design with data collected from a sample of 566 vocational education students in Indonesia through a questionnaire method distributed online using Google Form. The collected data was then analyzed using structural equation modelling (SEM) with path analysis and bootstrap methods. The results revealed that self-efficacy plays a vital role in mediating digital literacy and guiding students in career decision-making. On the other hand, digital literacy, guidance, and counselling have a significant direct effect on self-efficacy and career decision-making. Meanwhile, the social environment only has a significant direct effect on students' career decision-making. The real role of all elements of vocational education in strengthening self-efficacy, growing digital literacy, monitoring social environment interactions, and providing counselling guidance to students is needed to increase optimism and the quality of career decision-making in vocational education.

Determining the e-learning readiness of higher education students: A study during the COVID-19 pandemic

The low readiness of university students to implement e-learning during the COVID-19 pandemic is a worrying issue. Lack of motivation and satisfaction in learning coupled with low technological skills are widely revealed as contributing factors. This study examines the role of technological skills, equipment capabilities, user satisfaction, and motivation on e-learning readiness. Furthermore, the study also examines the significance of the mediating role of motivation. The study adopted an ex-post-facto design involving 1052 students as participants. Data is collected from a questionnaire form integrated into the university's e-monev system. SEM-PLS is a data analysis tool with a confidence interval of 97.5%. After being analysed, technology skills, equipment capabilities, user satisfaction, and motivation are proven to play a role in e-learning readiness. Likewise, motivation also succeeded in proving its mediating role in this study. The study's results further clarify that efforts to improve e-learning readiness require digital technology capabilities, equipment capabilities, user satisfaction, and motivation, so vocational education must strengthen these aspects. Equipment capability;Higher education;Technological skills;User satisfaction;Motivation;e-Learning readiness.