E-Learning Readiness Assessment Using Machine Learning Methods

Assessing e-learning readiness is crucial for educational institutions to identify areas in their e-learning systems needing improvement and to develop strategies to enhance students' readiness. This paper presents an effective approach for assessing e-learning readiness by combining the ADKAR model and machine learning-based feature importance identification methods. The motivation behind using machine learning approaches lies in their ability to capture nonlinearity in data and flexibility as data-driven models. This study surveyed faculty members and students in the Economics faculty at Tlemcen University, Algeria, to gather data based on the ADKAR model's five dimensions: awareness, desire, knowledge, ability, and reinforcement. Correlation analysis revealed a significant relationship between all dimensions. Specifically, the pairwise correlation coefficients between readiness and awareness, desire, knowledge, ability, and reinforcement are 0.5233, 0.5983, 0.6374, 0.6645, and 0.3693, respectively. Two machine learning algorithms, random forest (RF) and decision tree (DT), were used to identify the most important ADKAR factors influencing e-learning readiness. In the results, ability and knowledge were consistently identified as the most significant factors, with scores of ability (0.565, 0.514) and knowledge (0.170, 0.251) using RF and DT algorithms, respectively. Additionally, SHapley Additive exPlanations (SHAP) values were used to explore further the impact of each variable on the final prediction, highlighting ability as the most influential factor. These findings suggest that universities should focus on enhancing students' abilities and providing them with the necessary knowledge to increase their readiness for e-learning. This study provides valuable insights into the factors influencing university students' e-learning readiness.

Designing an E-learning Readiness Assessment Model for Iraqi Universities Employing Fuzzy Delphi Method.

The assessment process of readiness for adoption an educational system considers the lifeblood of the e-learning system in a particular educational organization and the ability to assess the organization's readiness among the main factors which contributes to the success and progress. The readiness models are instruments that assist educational organizations in measuring their capability level and identifying the gaps to develop a strategy for implementing and adopting e-learning system. Due to the sudden chaos that Iraqi educational institutions have been exposed to the Covid-19 epidemic since the beginning of 2020, the e-learning system has been adopted as a quick alternative educational system for the continuation of the educational process without taking into consideration the readiness of the basic components of the educational process, which comprises the readiness of the infrastructure, human and educational organization to adopt such systems. Despite increased attention by stakeholders and the government with the readiness assessment process recently, there is no comprehensive model for assessing e-learning readiness in Iraqi higher education institutions, the purpose of this study is to design a model of an e-learning readiness assessment for Iraqi universities based on the comparative studies and the experts' views. It is worth to mention that the proposed model has objectively designed according to particular features and local characteristics country. The fuzzy delphi method was utilized for the validation process of the proposed model. The main dimensions and all factors of the proposed model reached the experts' agreement except a number of measures that did not achieve the assessment requirements. The final analysis result indicates that the e-learning readiness assessment model includes 3 main dimensions and 13 factors with 86 measures. Iraqi higher educational institutions can employ the designed model to assess their readiness and identify the areas that need improvement and reduce the gaps failures in e-learning adoption.

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With the Covid-19 pandemic, both schools affiliated with the Ministry of National Education (MoNE) and in higher education institutions have switched to online distance education in Turkiye, as in the rest of the world. One of the most critical factors in the effective and efficient exe-cution of this practice is academic staff readiness for e-learning. By including multiple variables, this study investigates, the e-learning readi-ness of the academic staff teaching at a state university. The study adopts the survey design, and its research group is formed by academic staff working in a state university in the 2019-2020 academic year. 308 out of 576 academic staff working at the university voluntarily participated in the research. The data were obtained though the "Personal Information Form" and the "E-learning Readiness Scale of Academic Staff." The findings show that the level of academic staff readiness for e-learning is at a medium level. Considering the gender variable, male lecturers have a higher self-efficacy in information and communications technologies use and self-confidence in e-learning. Furthermore, the e-learning needs of 24 to 31-year-olds are more compelling than those of 48 and above. Academic staff at the Faculty of Education are more ready to e-learn than those at the Faculty of Literature. It is concluded that academic title and education level do not make any difference in e-learning readiness. In accessing the internet, the self-efficacy perceptions in information and communications technologies use of the academic staff that uses laptop computers are more positive than those who use desktop computers. Those developing their computer and internet use skills with the help of others have stronger e-learning needs than those who developed them through university courses. Various suggestions are made in line with the findings of the research.

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.

Emotion regulation, e-learning readiness, technology usage status, in-class smartphone cyberloafing, and smartphone addiction in the time of COVID-19 pandemic

Background: The COVID-19 pandemic has spread quickly, e-learning became compulsory and disseminated throughout the world. During the pandemic, smartphones are frequently used to access e-learning content, but connecting to technological tools increased the risk of cyberloafing during e-courses. Currently, there are a limited number of studies on how e-learning will evolve under compulsory conditions. Objectives: This study aimed to investigate the relationship between emotion regulation, e-learning readiness, technology usage status (TUS), in-class smartphone cyberloafing, and smartphone addiction (SA) of the students during the pandemic. Methods: In total 1294 students participated in this study. A research model was tested by structural equation modelling. Results and Conclusion: The findings of this study indicated that there is a relationship between TUS and SA. Emotion regulation was related to SA. E-learning readiness levels can help to explain cyberloafing. This study presents a conceptual model of the variables that affect cyberloafing in the context of the e-learning environment. © 2023 John Wiley & Sons Ltd.

Emotion regulation, e‐learning readiness, technology usage status, in‐class smartphone cyberloafing, and smartphone addiction in the time of COVID‐19 pandemic

Background Objectives Methods Results and Conclusion The COVID‐19 pandemic has spread quickly, e‐learning became compulsory and disseminated throughout the world. During the pandemic, smartphones are frequently used to access e‐learning content, but connecting to technological tools increased the risk of cyberloafing during e‐courses. Currently, there are a limited number of studies on how e‐learning will evolve under compulsory conditions.This study aimed to investigate the relationship between emotion regulation, e‐learning readiness, technology usage status (TUS), in‐class smartphone cyberloafing, and smartphone addiction (SA) of the students during the pandemic.In total 1294 students participated in this study. A research model was tested by structural equation modelling.The findings of this study indicated that there is a relationship between TUS and SA. Emotion regulation was related to SA. E‐learning readiness levels can help to explain cyberloafing. This study presents a conceptual model of the variables that affect cyberloafing in the context of the e‐learning environment. [ FROM AUTHOR]

Embracing the "New Normal": Exploring Readiness among Filipino Students to Engage in Virtual Classes

This paper is an examination of learner readiness to engage in non-traditional modes of schooling, such as online or distance learning, in which the overall interest lies in ensuring the access of Filipino students to quality education even during this pandemic. The specific goal is to gauge and investigate material, psychological, and home environment readiness among incoming and incumbent college students in the Philippines. The findings were drawn from 512 survey respondents whose answers were collected online. Among others, results reveal that majority of our respondents own computer devices and have access to the internet but are not confident about the service integrity of their internet connection. Most respondents also expressed that virtual classes are less motivating due to absence of physical connection to teachers and schoolmates, which could negatively impact the learning experience. They also voiced out reservations on the conduciveness of their home environment for online learning. We argue that it is only through paying attention to learner readiness that decision-makers can safeguard education as an accessible right to all.

Factors Affecting the Learning Readiness of Primary Students to Online Instruction

Current classroom has been transformed by the pandemic into a new normal of learning and online education, with students learning to participate in online classrooms. The research aims to explore the factors affecting the learning readiness of grades 4-6 students to online instruction. One hundred students from one school in Khon Kaen province, Thailand provided information and express opinion towards factors affecting the learning readiness. Questionnaire of factors that influence students' readiness to attend online teaching and learning was used. In the situation of the COVID-19 pandemic, data were collected through online surveying. Statistics used to analyze data were descriptive statistics, percentage, mean, and standard deviation. Overall, the factors affecting the learning readiness by mean of student is at moderately readiness, parental factor is at moderately readily available, but the school supplies factor is high readily available.

Higher education and the new normal: implications for sustainable post covid-19 era in Nigerian tertiary institutions

This study assessed readiness of Nigerian Tertiary institutions towards adopting e-learning education as a new normal post COVID-19, identified e-learning packages available for use in the institutions before and during the COVID-19 Lockdown using the E-Learning Survey for Academic Staff and Students of Nigerian Tertiary Institutions (ELSASSoNTI). This research adopted an online survey using a quantitative method of data collection. A structured Google Form questionnaire was shared with academic staff and students of public and private tertiary institutions in Nigeria via different online platforms. Population comprised all academic staff and students of South-East Nigerian Tertiary Institutions. A sample size of 615 academic staff and students responded to the instrument. Data were analyzed using descriptive and inferential statistics. Results revealed that: tertiary institutions in Nigeria are to a larger extent not ready for the adoption of e-learning education approaches as teaching-learning alternative during emergencies. Majority of tertiary institutions except private universities did not adopt any e-learning platform for use before and during the COVID-19 lockdown. There is lack of basic resources, logistics, and inadequate capacity for the effective adoption and implementation of e-learning within Nigerian tertiary institutions. The study thus recommends, among other things;provision of facilities needed for smooth transition to the new normal, training programs to improve the confidence of academic staff and students in using e-learning platforms. These would improve their e-learning readiness, overcome the usual disruption of school activities during emergencies and ensure a sustainable post Covid-19 era in the higher education sector.

Challenges and Problems on Self-directed Learning Readiness in Non– face-to-face Educational Settings During COVID-19

This study aimed to verify whether self-directed learning readiness (SDLR) level can be significantly predicted by the literacy of learning management system (LLMS), motivation, and feedback interaction (FI) in non–face-to-face educational settings. We performed Pearson's correlation analysis and multiple regression analysis. A total of 206 online college students responded to this web survey using simple random sampling. Results showed that three variables (LLMS, motivation, and FI) were positively associated with SDLR. Moreover, motivation and LLMS affected the SDLR level, and FI did not. Moreover, it is necessary for online educators to understand the problems that learners may face, such as low LLMS, low motivation, and lack of interaction in a non–face-to-face educational circumstances. In addition, this study suggested that they can encourage their students to increase LLMS and motivation for improving self-directed learning of online students during COVID-19 pandemic. Lastly, limitations and suggestions were discussed for future studies. © 2022 by the author.

Online Learning Readiness and Satisfaction Among Undergraduate Students

Online learning has become a crucial part of the prevailing COVID-19 pandemic, but it is still less explored by past researchers. The aspect of online learning readiness is associated with the student's satisfaction with the entire experience in the e-learning environment. Readiness can be referred to as the student's competencies in managing online learning while satisfaction is referred to the learner's perception of the whole experience of the learning program. In order to further explore the relationship between both crucial aspects of online learning, the goal of this study is to determine the degree and the correlation between e-learning readiness and online learning satisfaction. The study involved 376 undergraduate students from Universiti Teknologi Malaysia (UTM). The Student Satisfaction Survey and the Online Learning Readiness Scale (OLRS) were the instruments employed in this study. The descriptive analysis results show that undergraduate UTM students' overall level of online learning readiness and online learning satisfaction is at high level. Meanwhile, the Pearson correlation results showed a strong correlation between e-learning readiness and satisfaction with that learning among undergraduate UTM students. This indicates that both variables are positively correlated with the strength of the correlation being on a moderate level. Overall, this study supports the Model of Online Learning Readiness and Self-Determination theory, which states that the student's basic needs must be well met, which is their readiness. Hence, they will achieve self-determination that influences their overall satisfaction with e-learning. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.

Online Vs. In-Campus, Comparative Analysis of Intrinsic Motivation Inventory, Student Engagement and Satisfaction: A way forward for Post COVID-19 Era

The education sector was severely impacted due to the pandemic;thus, educational institutions had to shift toward an online learning system. This adaptation in the educational system posits a challenging question: which mode of learning would be best to engage and satisfy the students in the post-COVID-19 era? Therefore, drawing on the self-identity theory, this study explores the differential impact of intrinsic motivational factors (interest/enjoyment, competence, autonomy, and belongingness) on digital engagement and online class satisfaction versus on-campus psychological engagement and physical class satisfaction. Surveying 496 students from six Indonesian universities shows that digital technologies make the learning process interesting and joyful for students compared to on-campus classroom learning, thus resulting in more digitally engaged and satisfied students. Simultaneously, competence is found to be positively impacting online and on-campus students' engagement and satisfaction at an equal level. Moreover, autonomy and belongingness show more students' engagement and satisfaction within the campuses than in an online learning mode. These findings suggest that the post-COVID-19 era can take advantage of both these methods to incorporate a hybrid mix of blended learning to achieve the best learning outcomes in terms of engagement and students' satisfaction. Implications for higher education institutions and directions for future research are suggested. © The Authors.

Online Learning Stress as A Moderator Between Learning Readiness, Learning Attitude, and Learning Students' Mental Psychological Performance: A Covid-19 Perception-Based View

After experiencing the COVID-19 pandemic, educational institutions have to shift their academic activities from manual to the online pattern. Online academic activities may cause attitudinal and behavioral changes in students' learning patterns. With the support of self-determination theory, the present study attempts to determine the role of the online learning climate in students' performance. In addition, the current study also tries to determine the impact of the online learning climate on students' learning readiness and learning attitude. Moreover, this study also attempts to determine the mediating role of learning readiness and learning attitude in the relationship between online learning climate and students' performance. To determine the moderating role of online learning stress in the relationship between learning reediness and student performance and between learning attitude and student performance is also an important objective of the current study. For empirical investigation, this study collected the data from 426 sports online learning students of different universities in China. The present study applied partial least square structural equation modeling for empirical analyses using Smart PLS software. The present study's findings acknowledge that online learning climate did not directly influence students' performance;however, online learning climate has positive associations with learning readiness and learning attitude, respectively. Additionally, the present study's outcomes confirm that learning readiness and learning attitude positively mediate the relationship between online learning climate and students' performance, respectively. The present study's findings also revealed that online learning stress negatively moderates the relationship between learning readiness and student performance but does not moderate the relationship between learning attitude and student performance. The present study's findings also offer essential practical, theoretical, and managerial implications.

Paradigm Shift to Virtual Learning: A Blessing in Disguise

When the whole world was tumbled from the spur of COVID-19, virtual learning gave a strong support and life to the education system and saved students to be deprived from their learnings. In India, since first lockdown in March 2020, teaching and learning process were facilitated by the virtual learning environment. This research is an attempt to find the impact of virtual learning on male and female university students in India. For this research, a self-developed questionnaire was created, validated, and tested for reliability. Four factors of virtual learning were derived comprising virtual learning boons, virtual learning banes, virtual learning and interpersonal challenges, and virtual learning and technological challenges. Data was collected using online questionnaire from 346 respondents segregated into 155 male and 191 female university students. One-way ANOVA is employed to make the comparison and analyze the impact of each virtual learning factors on male and female students. It was also identified whether the students are ready to accept the shift from conventional learning to virtual learning environment. © 2022, The Author(s), under exclusive license to Springer Nature Switzerland AG.

Students' perspectives of digital transformation of higher education in Bosnia and Herzegovina

Since the COVID-19 pandemic prompted numerous global changes, educational institutions in Bosnia and Herzegovina were forced to adapt their educational approaches, with schools and universities implementing alternative teaching and learning practices. Thus, this study aimed to investigate students' perspectives on the digital transformation of higher education in Bosnia and Herzegovina, including their preferences for hybrid, online, or face-to-face teaching models, their internet habits and readiness for e-learning, their attitudes and satisfaction with online learning, and their computer anxiety. The research sample consisted of 330 students studying in a variety of fields and academic years at both public and private universities. The data was gathered via an online questionnaire. A multinomial logistic regression analysis revealed a significant effect of students' field of study, year of study, and university status on their preferences for hybrid, online, and face-to-face classes. However, the MANOVA test revealed that the aforementioned factors have an insignificant effect on students' internet habits and readiness for e-learning, attitudes and satisfaction with online learning, and computer anxiety, all of which have an insignificant impact on student's academic achievement as determined by standard multiple regression analyses. Additionally, multivariate analysis revealed that students' preferences for hybrid, online, and face-to-face classes have a significant influence on their internet habits and readiness for e-learning, attitudes, and satisfaction with online learning, and computer anxiety. The findings of this study may aid in a better understanding of tertiary education's digital transformation and the improvement of educational policy, curricula, and instructional and learning strategies. © 2022 John Wiley & Sons Ltd.

E-learning Readiness and Its Relationship with Demographic Factors in Medical Students of Mazandaran University of Medical Sciences During the COVID-19 Pandemic

Background and purpose: E-learning has many strengths and it is easily available, therefore, it received much attention by the Iran Ministry of Health and Medical Education during the COVID-19 pandemic. The present study investigated the level of e-learning readiness and its relationship with demographic factors in medical students of Mazandaran University of Medical Sciences during the COVID-19 pandemic. Materials and methods: This descriptive-analytical study was performed in medical students of Mazandaran University of Medical Sciences in 2019-2020 academic year. Using Morgan table, 263 students were selected. Watkins et al.'s standard E-learning readiness questionnaire was used. Data analysis was done applying Pearson correlation, independent t-test, and ANOVA in SPSS V20. Results: The overall e-learning readiness was moderate among students (103.30 ± 15.00). The highest and lowest mean scores were associated with skills and continuous communication (38.67 ± 4.50) and motivation (8.14 ± 3.00), respectively. Findings showed a significant relationship between electronic learning readiness and the academic course (P<0.05). Conclusion: This study showed that general readiness of medical students for electronic learning was at an average level and in the internship period, it was significantly higher than other modules. Therefore, medical educaters are suggested to have powerful presence in order to increase students’ motivation. © 2022, Mazandaran University of Medical Sciences. All rights reserved.

Antecedents of E-Learning Readiness and Student Satisfaction in Institutions of Higher Education during the COVID-19 Pandemic

The low levels of readiness for e-learning, followed by the low satisfaction levels experienced by university students during the COVID-19 pandemic, is a crucial yet confounding issue. Many reports relate the lack of technological competence and motivation to this problem. This study examined aspects of technological competence and motivation as antecedent factors that affect student user and e-learning readiness. In addition, the study also tested the determination of the role of e-learning readiness as a mediator of the indirect influence of technological competence and motivation on student satisfaction. The study involved 1228 university students from the province of Yogyakarta, Indonesia. Data collection was assisted by using a closed questionnaire with a five-point Likert scale tested for validity and reliability. Structural Equation Modeling was used to analyze the data through path analysis and bootstrap methods. This study showed that technological competence and motivation significantly affected e-learning readiness and user satisfaction. Furthermore, e-learning readiness was seen to act as a significant mediator in the indirect effect of technological competence and motivation on student satisfaction. Therefore, these results strengthen the theory that shaping student satisfaction in e-learning requires mature e-learning readiness. In forming this readiness, technological competence and balanced motivation are needed. © 2022 by the authors.

University students’ experiences of learning in an online environment in COVID-19 pandemic: A meta-methods research study of perceptions and attitudes of South African students

The purpose of this meta-methods study was to examine challenges experienced by students that hinder their ability successfully to learn online during the emergency remote teaching of a South African University that began in April 2020 due to the COVID-19 pandemic. Specifically, 4,419 students completed an online questionnaire. Analyses of the open-ended responses via WordStat 8.0.29 topic modeling and VOSviewer 1.6.14 text mining, independently led to the identification of five meta-themes, indicating triangulation of findings. Most notably, mental health issues emerged as an important meta-theme, with 10% of the participants reporting mental health challenges. Implications of these findings are discussed.

The effect of online learning attitudes of sports sciences students on their learning readiness to learn online in the era of the new coronavirus pandemic (Covid-19)

The aim of this research is to examine the effect of online learning attitudes on online learning readiness of sports sciences students during the period of coronavirus pandemic (covid-19). The research was designed with the correlational survey model. The population of research consisted of sports sciences students from the faculty in seven state universities in Turkey. The sample consisted of 599 (271 female + 328 male) sports sciences students studying at the Departments of Coaching Training, Physical Education and Sports Teaching, Recreation and Sports Management, selected by the easy sampling method from these faculties and taking courses from the online learning platform. Data in the research was collected by using "Online Learning Attitude Scale", "Online Learning Readiness Scale", and "Personal Information Form". The data was analyzed using descriptive statistics, Pearson's correlation and regression analysis. According to the research findings;There is a moderately significant positive correlation between online learning attitude and online learning readiness (p <.05). Also, online learning attitude was found to have a significant effect on online learning readiness (p <.05). As a result;In the field of sports sciences, the necessity of establishing a positive online attitude and creating a basis for a successful online learning readiness to provide a good online learning to the learner has been put forward. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Engineering Students' Readiness for Online Learning Amidst the COVID-19 Pandemic: Scale Validation and Lessons Learned from a Developing Country

The recent outbreak of the COVID-19 pandemic forced education institutes to shift to an internet-based online delivery mode. This unique situation accelerates a long-standing issue of digital inequality among the students in education and warrants a concentrated study to investigate students' readiness for learning in online environment. This study developed an instrument to meticulously measure the students' readiness for online learning in a pandemic situation. The proposed model consists of (a) motivation, (b) self-efficacy, and (c) situational factors. The proposed model was validated with the engineering students (for pilot study N = 68 and main study N = 988) from several universities in Bangladesh. To validate the underlying relationships between the latent constructs, an exploratory factor analysis (EFA) was performed followed by structural equation modelling (SEM) for the construct validity of the measurement model and to assess the model fit. The findings showed that besides motivation and self-efficacy, the situational factors describing the contextual dynamics emerging from the COVID-19 significantly influenced the student's online readiness. We argue that digital inequality is an important factor influencing student readiness for online learning.