Are Japanese digital natives ready for learning english online? a preliminary case study at Osaka University

Mehran, Parisa; Alizadeh, Mehrasa; Koguchi, Ichiro; Takemura, Haruo

doi:10.1186/s41239-017-0047-0

Cited by 31 publications

(34 citation statements)

References 40 publications

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“…A study conducted in Ukraine and Georgia among undergraduates and graduates of the Faculty of Business management reported lower level of readiness towards online learning [ 16 ]. Similarly low level of readiness was reported by Japanese undergraduates in the field of humanities, science and engineering [ 27 ]. Whereas high level of readiness towards online learning was reported by nursing students [ 23 ] and undergraduate dental students in Saudi Arabia [ 25 ].…”

Section: Discussionsupporting

confidence: 52%

“…The moderate readiness for online learning in our sample is different to students at a public university in Malaysia, who were spending an average of 6 h/day on their smartphones [ 46 ]. This may be because smartphones are not exclusively used for educational purposes [ 27 ] and higher technical skills (navigation, ICT skills and handling minor technical issues) are required when using online systems [ 47 ]. In our study, despite having information technology experience, being tech savvy and possessing higher level of equipment readiness, the undergraduates’ technical competencies to online readiness was still moderate.…”

Section: Discussionmentioning

confidence: 99%

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Readiness towards online learning among physiotherapy undergraduates

et al. 2021

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Background Online learning is an attractive option for educators, especially as means of overcoming the challenges posed by the global pandemic. Although it is best to evaluate student readiness prior to commencement of an online course, to ensure successful development and delivery of student-centric teaching and learning strategies, readiness towards online learning among physiotherapy undergraduates is unknown. The main aim of this study was to examine physiotherapy undergraduates’ readiness towards online learning. Methods In this cross-sectional study, participants were selected through a combination of total population and convenience sampling. The Student Online Learning Readiness questionnaire was distributed among physiotherapy undergraduates from two public and two private universities in Malaysia to investigate their technical, social and communication competencies. Information about device characteristics were obtained to evaluate their equipment readiness. Descriptive and group comparisons were conducted using independent t-test, and analysis of variance with p < 0.05 as level of significance. Results A total of 352 physiotherapy undergraduates participated. The response rate was 81.6%. The results showed that physiotherapy undergraduates in these four institutions had moderate levels of readiness towards technical competencies (M = 3.7 ± 0.5), social competencies with instructor (M = 3.7 ± 0.6), social competencies with classmates (M = 3.8 ± 0.6) and communication competencies (M = 3.6 ± 0.5) related to online learning. The overall readiness for these four competencies was moderate (M = 3.7 ± 0.4), however the physiotherapy undergraduates had high (> 80% possessed smartphones and laptop) level of equipment readiness. Institution and gender had no significant effect on the level of readiness (p > 0.05). Year 1 and 2 had significantly higher levels of social competencies with instructor compared to final year physiotherapy undergraduates (p < 0.05). Conclusion Physiotherapy undergraduates in these four institutions had moderate to high levels of readiness towards online learning. Technical, social and communication competencies could be further enhanced with appropriate strategies. Significance This study provides an insight into the level of readiness towards online learning among physiotherapy undergraduates. The findings of our study shed light on issues to consider when designing online courses. A pre-course training for undergraduates prior to the commencement of online courses may be useful. Trial registration Not Applicable.

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Section: Discussionsupporting

confidence: 52%

Section: Discussionmentioning

confidence: 99%

Readiness towards online learning among physiotherapy undergraduates

et al. 2021

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“…Similarly, according to [10], teachers can manipulate the basic computer tasks, yet they often face difficulties when using computers for more advanced purposes. Among the justifications for this high mean in technological skills readiness is that the adapted questionnaire items do not comprehensively address the actual technological skills that educators in this era of the Fourth Industrial Revolution (IR4.0) should have, particularly when there is a full reliance on e-learning as it has been the case during the COVID-19 pandemic.…”

Section: Discussionmentioning

confidence: 99%

Investigating E-Learning Readiness During the COVID-19 Pandemic Among Malaysian ESL Teachers: What are the Limitations of Current Scales?

AlSaqqaf

2021

KSS

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The quick spread of the COVID-19 pandemic across the globe has seriously affected all aspects of individuals’ lives including the educational sector. In response to this pandemic in Malaysia, the government implemented a Movement Control Order (MCO) on 18 March 2020, where the whole country was put on lockdown. Yet, the teaching and learning activities had to continue during this period, a process that was carried out through a full reliance on e-learning. This paper attempted to investigate the level of e-learning technological readiness among English language teachers to utilize e-learning in teaching during the MCO in Malaysia. A total of 68 English language teachers responded to an online cross-sectional survey that measured technological skills readiness based on Chapnick’s (2000) e-learning readiness model. Results showed that during the MCO in Malaysia, English language teachers were technologically ready to use e-learning in teaching. However, these findings contradict the latest reports that highlight a number of challenges faced by Malaysian teachers in conducting online classes. This inconsistency could be attributed to the limitations identified in the existing e-learning surveys and questionnaires that deal with extremely limited aspects of technological readiness. Hence, this research stresses the urgent need to develop up-to-date scales that can comprehensively address the various aspects of the advanced technological skills that should be mastered by teachers and educators, especially in this era of the Fourth Industrial Revolution (IR4.0).

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“…To solve the less inclined students to learn online, instructors must have strategies on online tools that should be used, intensive workshops on online tools should be provided to them and lastly trainers should be provided with the fundamental skills on how to effectively design and deliver online courses. Mehran et al (2017) evaluated Japanese learners' perceived e-readiness for learning English online prior to designing and developing an online EGAP (English for General Academic Purposes) course at Osaka University. The survey included questions on respondents' ownership of and access to technology tools, their ability in performing user tasks from basic to advanced, their personal educational use of Web 2.0 tools, and their willingness to take online English courses.…”

Section: Literature Reviewmentioning

confidence: 99%

Preliminary Study on Students’ Readiness to Learn Online due to Covid-19 Pandemic at a Pre-University in Malaysia

2021

IJEKM

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The outbreak of Covid-19 in the early year 2020 has changed the landscape of our educational system. The government of Malaysia announced the Recovery Movement Control Order (RMCO), where no education institutions can practice face-to-face learning. Therefore, the management of the University of Malaya has decided that all students will learn online until 31 December 2020. Hence, this study is conducted to investigate the new students’ readiness on online learning before their classes start. The survey was conducted using Google Form focusing on four main aspects of readiness, that is the students’ background, hardware readiness, software readiness and behaviour. The behaviour aspect includes experiences, opinions, and expectation on online learning. 1126 students consisting of 546 (48.5%) males and 580 (51.5%) females participated in this survey. From the survey, we found that 1013 (90%) students are ready with online learning. However, action must be taken to assist the remaining 113 (10%) students. Alarmingly, 563 (50%) students have not experienced online learning before. 900 (80%) students claimed that they are ready to learn online. Hopefully, this research will provide some insights on the current situation and problems regarding online learning and its remedy can be prepared to overcome it. Keywords: Online Learning, E-Learning, Readiness Assessment, Covid-19, Coronavirus, Pandemic, Movement Control Order, Pre-University Students

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Are Japanese digital natives ready for learning english online? a preliminary case study at Osaka University

Cited by 31 publications

References 40 publications

Readiness towards online learning among physiotherapy undergraduates

Readiness towards online learning among physiotherapy undergraduates

Investigating E-Learning Readiness During the COVID-19 Pandemic Among Malaysian ESL Teachers: What are the Limitations of Current Scales?

Preliminary Study on Students’ Readiness to Learn Online due to Covid-19 Pandemic at a Pre-University in Malaysia

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