An Exploratory Factor Analysis and Reliability Analysis of the Student Online Learning Readiness (SOLR) Instrument

Yu, Taeho; Richardson, Jennifer

doi:10.24059/olj.v19i5.593

Cited by 93 publications

(124 citation statements)

References 72 publications

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“…The second part included questions related to the proposed factors that may influence students' readiness for MOOCs. All items (see Table 2) in this part were adapted and modified from previous literature (Al-Adwan, Al-Adwan, & Berger, 2018;Subramaniam et al, 2019;Yu & Richardson, 2015) to fit the context of MOOCs. A panel of experts (academics and other researchers) was employed to evaluate the questionnaire in terms of readability, clarity, and how appropriately each item measured its theoretical construct.…”

Section: Methodsmentioning

confidence: 99%

“…Nonetheless, these basic skills and knowledge might be insufficient due to the complexity of digital environments. The proposed theoretical framework for this research is based on the work of Yu and Richardson (2015), who developed the model of Student Online Learning Readiness (SOLR). SOLR is comprised of three forms of competency assumed to be important in examining students' readiness for online learning.…”

Section: Literature Review and Theoretical Framework Developmentmentioning

confidence: 99%

“…With respect to technical competency, various studies in the literature have highlighted the significant role of technological self-efficacy in students' achievements in online education (Watulak, 2012;Yu & Richardson, 2015). Without adequate technological skills, students risk being unable to resolve technology-related problems during online classes, which may affect their access to learning materials and interaction with classmates and instructors.…”

Section: Technological Competencymentioning

confidence: 99%

“…Figure 1) includes the three types of competency (communication, social, and technical) ofYu and Richardson's (2015) SOLR. These types are applicable to the MOOC environment, considering the fact that a MOOC is viewed as an online course with further characteristics (massive and open).…”

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confidence: 99%

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Exploring Student Readiness to MOOCs in Jordan: A Structural Equation Modelling Approach

Al-Adwan

Khdour

2020

JITE:Research

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Aim/Purpose: The current study has been carried out to reveal students’ readiness to utilize MOOCs at higher learning institutions in Jordan. Background: Higher education institutions around the globe are shifting rapidly to reach learners worldwide by providing open education. In accordance with this universal effort, Jordan is committed to offering open access education that allows learners to access knowledge through the Internet and has launched one of the first Arabic “Massive Open Online Course” (MOOC) platforms in the Arabic region. Thus, students must be prepared and ready for this innovation in education. Nonetheless, MOOCs have been incessantly discussed and have faced wide criticism as an insufficient amount of research has been conducted on students’ readiness to be involved in MOOCs. The level of tertiary students’ preparation to utilize and attend MOOCs as a source of learning is unclear. Methodology: Structural equation modeling (SEM) was used to test the proposed model of students’ readiness for MOOCs. Convenience sampling was used to distribute a paper-based questionnaire to the students of three Jordanian universities during a period of four months from May to September 2019. Out of 700 distributed questionnaires, a total of 537 responses were returned giving a response rate of 76.7%. Out of the returned questionnaires, 69 responses were reported incomplete as most of the questions (>80%) were left unanswered; these 69 questionnaires were eliminated from any further analysis. As a result, a total of 468 questionnaires were valid for statistical analysis. Contribution: This study aims to contribute to the existing literature by examining the perceptions of higher education students in Jordan toward MOOCs. The current study extends the continuing debate about MOOCs with respect to determining which factors influence students’ readiness to participate in these courses. Specifically, this study investigates both the cognitive and psychological influential factors that determine the readiness of Jordanian students to adopt MOOCs. The proposed theoretical framework for this research is based on the work of Yu and Richardson, who developed the model of Student Online Learning Readiness (SOLR). SOLR is comprised of three forms of competency assumed to be important in examining students’ readiness for online learning. Specifically, these competencies are (1) social competency represent skills, capabilities, and a sense of control, which is necessary for managing social situations and developing and sustaining relationships, (2) communication competency, “the ability of an individual to demonstrate knowledge of the appropriate communicative behavior in a given situation”, and (3) technical competencies, “self-efficacy in technology”. Furthermore, the research model includes an additional competency: self-management of learning, “the degree to which a student perceives himself/herself as being self-disciplined and is able to engage in a greatly autonomous learning setting.” Findings: The results obtained from the SEM revealed that students’ readiness to accept MOOCs in their learning is significantly influenced by four types of competency: social, technical, self-management of learning, and communication. Recommendations for Practitioners: Facilitators of MOOCs should take into account that technical competency can be enhanced by recognizing that technical competency related to online learning should be developed, taught, and constantly reinforced at every educational level as a life skill. Additionally, facilitators and developers of MOOCs should be prepared to find methods to support and inspire student participation, and to recognize the importance of learning skills in the MOOC environment. Furthermore, facilitators and developers of MOOCs should increase the social presence of fellow participants in MOOCs, which in turn facilitates the attainment of collaborative learning. Recommendation for Researchers: Researchers may use well-established theories related to investigating online learning usage in exploring students’ readiness to use MOOCs. Impact on Society: A study like the current one would be beneficial for higher education institutions in Jordan to determine the key factors that influence students’ readiness and in turn develop active strategies to address students’ needs in order for them to adopt MOOCs. Future Research: Further studies may include additional factors to better measure students’ readiness to use MOOCs. The additional factors can be revealed by utilizing a qualitative method. Thus, additional studies may employ a mixed-method approach (both quantitative and qualitative) to accurately identify additional factors that may influence student readiness to student readiness to MOOCs and to offer a more holistic understanding of readiness.

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Section: Methodsmentioning

confidence: 99%

Section: Literature Review and Theoretical Framework Developmentmentioning

confidence: 99%

Section: Technological Competencymentioning

confidence: 99%

mentioning

confidence: 99%

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Exploring Student Readiness to MOOCs in Jordan: A Structural Equation Modelling Approach

Al-Adwan

Khdour

2020

JITE:Research

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“…The study applied two statistical methods, including the normality test and outlier test. The normality in distribution was tested by examining skewness and kurtosis before conducting an EFA [23]. Skewness measures asymmetry of a distribution of a variable.…”

Section: Preliminary Analysismentioning

confidence: 99%

Key Factors Influencing Multimodal Transportation of Natural Block Rubber in Thailand

2020

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Thailand is the world's largest natural rubbers exporter. The major type of natural rubbers exported is block rubber. Currently, the transportation of natural rubbers in Thailand depends mainly on truck mode because of the convenience and extensive network of roads. However, Thailand confronts road transportation limitations including maximum acceptable weight, traffic congestion and high fuel prices. Dealing with these problems, the multimodal connection from roads to container yards (CY) and ports is expected to decrease logistics cost, and increase various opportunities to trade with neighbouring countries. This paper, thus, aims at examining key factors influencing the use of multimodal transportation utilizing the exploratory factor analysis (EFA). The principal components analysis (PCA) method, together with the eigenvalue over 1, factor loading of 0.40, and varimax rotation method, extracted five key factors with a total of 20 associated attributes, which are the Multimodal Operation, Service Operation, Multimodal Service Provider, Market Consideration, and Road Constraints factors. The result also pinpoints the capacity of container yard (CY) or port, accessibility to container yard (CY) or port, documentation process, logistics cost, adequacy of a multimode service provider, and law enforcement on truck driving hours, as crucial attributes in planning for multimodal transportation. This paper can be used as a guideline for a feasibility study of multimodal transportation of natural block rubber in Thailand.

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Investigating the impact of supply chain management practices on customer satisfaction through flexibility and technology adoption: Empirical evidence

Saad,

Elgazzar,

Kac

2023

Bus Strat Dev

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The aim of this research is to empirically investigate the influence of supply chain management practices (SCMPs) on customer satisfaction through the mediating roles of flexibility and technology adoption. A questionnaire was used to collect data from organizational consumers in the Egyptian context, in which hypotheses were analyzed through covariance‐based structural equation modeling for 1009 usable questionnaires. The findings revealed the positive relationship between SCMPs and flexibility, technology adoption, and customer satisfaction. Moreover, it revealed the positive relationship between technology adoption and customer satisfaction, however, the direct impact of flexibility on customer satisfaction is not significant. Empirical evidence also illustrated that technology adoption can significantly mediate the relationship between SCMPs and customer satisfaction.

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An Exploratory Factor Analysis and Reliability Analysis of the Student Online Learning Readiness (SOLR) Instrument

Cited by 93 publications

References 72 publications

Exploring Student Readiness to MOOCs in Jordan: A Structural Equation Modelling Approach

Exploring Student Readiness to MOOCs in Jordan: A Structural Equation Modelling Approach

Key Factors Influencing Multimodal Transportation of Natural Block Rubber in Thailand

Investigating the impact of supply chain management practices on customer satisfaction through flexibility and technology adoption: Empirical evidence

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