THE LEARNER READINESS FOR ONLINE LEARNING: SCALE DEVELOPMENT AND UNIVERSITY STUDENTS’ PERCEPTIONS

Abstract

The purpose of this study was to determine university students’ of readiness for online learning. Mainly due to the study a multidimensional instrument for university students’ readiness for online learning (ROLS) developed and validated. Therefore, the present study has used exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) to establish the construct validity of the ROLS model. In addition, a series of one-way ANOVA were conducted to investigate the effect of demographic variables on readiness of online learning. Through confirmatory factor analysis, ROLS was validated in two dimensions: computer literacy (CL) and computer based self-confidence (CSC). Research data gathered from 297 university in Turkey revealed that students’ levels of readiness were high in computer literacy and computer based self-confidence. This study found that perception of students’ self-confidence while using computer made statistical difference in two dimensions,  that the students are those who have higher level (very good, good) of self-confident perception while using computer students exhibited significantly greater readiness in the dimensions of CL and CSC than students are those who have lower level (poor) of self-confident perception while using computer. This study also found that gender no made statistical difference in the two dimensions of ROLS and university students are those who study at educational faculties had similar levels in all readiness dimensions than other faculty students.