Online Distance Learning in Higher Education: E-Learning Readiness as a Predictor of Academic Achievement

Abstract

The purpose of this study was to examine the relationship between e-learning readiness and academic achievement in an online course in higher-level education. The survey method was employed when collecting the study data, and the data-collection instrument used was the E-Learning Readiness Scale. The scale comprises 33 items and six sub-dimensions, including (1) computer self-efficacy, (2) internet self-efficacy, (3) online self-efficacy, (4) self-directed learning, (5) learner control, (6) motivation toward e-learning. The study participants comprised 153 freshmen who were taking an online English as a Foreign Language course. A relational model is proposed in this study to measure the predicted levels of readiness on academic achievement in online learning. Reliability analysis, Pearson correlation, linear regression analysis, and structural equation modelling were used to analyze and model the study data. Results indicated that self-directed learning is the strongest predictor of academic achievement, while motivation toward e-learning was found to be another predictor of academic achievement. Internet/online/computer self-efficacy and learner control were not found to be among significant predictors of academic achievement. It is concluded that, especially with the spread of Covid-19 worldwide, education is currently switching from face-to-face to online learning in an immediate and unexpected way; therefore e-learning readiness has to be carefully taken into consideration within this new educational paradigm.

Transition to Distance Education in COVID-19 Period: Turkish Pre-Service Teachers’ E-Learning Attitudes and Readiness Levels

“…Meanwhile; the participants in the current study considered themselves self-sufficient in learning motivation at the highest level, while learner control and computer/Internet self-efficacy at the lowest level. Similar study results were also seen in the studies of Çakır and Horzum (2015) and Torun (2020). However; results obtained from other studies differed.…”

Online Teachers: Stepping out of the Comfort Zone Is a Must

“…To further probe into the participants' perceptions of the effectiveness of online teaching, the second question was administered. The findings reveal a minor discrepancy in the participants' responses which, in line with previous research (Coman et al, 2020;Torun, 2020), denote the possibility of the effectiveness of online teaching for particular teaching activities. Another implication of this finding, supported by Ann Ewing's findings ( 2021), is that the effectiveness of online teaching is still largely based on face-to-face teaching techniques.…”

Academic Performance and the Role of Self-directed Learning, Self-esteem, and Grit among Nursing Students

“…Self-directed learning was likewise found to predict academic achievement among students in a Romanian University (Cazan & Schiopca 2014). Similarly, selfdirected learning was the strongest predictor of academic achievement among freshmen students who were taking online English as a Foreign Language course in a public university (Torun, 2020). The result of this study suggests that more self-directed nursing students, with better self-management, self-control, and desire for learning, have higher academic performance.…”