Critical Components of Online Learning Readiness and Their Relationships with Learner Achievement

Autor/inn/en	Cigdem, Harun; Ozturk, Mustafa
Titel	Critical Components of Online Learning Readiness and Their Relationships with Learner Achievement
Quelle	In: Turkish Online Journal of Distance Education, 17 (2016) 2, S.98-109 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1302-6488
Schlagwörter	Foreign Countries; Military Schools; Vocational Education; College Students; Electronic Learning; Online Courses; Learning Readiness; Academic Achievement; Postsecondary Education; Computer Literacy; Blended Learning; Questionnaires; Measures (Individuals); Correlation; Regression (Statistics); Learning Motivation; Self Efficacy; Independent Study; Inferences; Predictor Variables; Web Based Instruction; Turkey + Suchen Sie Ihr Suchwort? Ausland; Militärschule; Ausbildung; Berufsbildung; Collegestudent; Online course; Online-Kurs; Lernbereitschaft; Schulleistung; Post-secondary education; Tertiäre Bildung; Computerkenntnisse; Fragebogen; Messdaten; Korrelation; Regression; Regressionsanalyse; Motivation for studies; Lernmotivation; Self-efficacy; Selbstwirksamkeit; Selbststudium; Inference; Inferenz; Prädiktor; Web Based Training; Türkei
Abstract	This study aimed to examine the relationship between certain factors of online learning readiness and learners' end-of-course achievements. The study was conducted at a two-year post-secondary Turkish military school within the scope of the course titled Computer Literacy, which was designed and implemented in a blended way. The data were collected from 155 post-secondary military students through an online questionnaire. Three sub-scales of Hung et al.'s Online Learning Readiness Scale were used to collect the data during the first two weeks of the course. Descriptive and inferential statistics, such as Pearson correlation coefficients and linear regression analyses were performed to analyze the data. The descriptive results of the study indicated that students' motivation for online learning was higher than both their computer/Internet self-efficacy and their orientations to self-directed learning. The inferential results revealed that the students' end-of-course grades had significantly positive relationships with their computer/Internet self-efficacy and self-directed learning orientations. Finally, the students' self-direction towards online learning appeared to be the strongest predictor of their achievements within the course; whereas computer/Internet self-efficacy and motivation for learning did not predict the learner achievement significantly. (As Provided).
Anmerkungen	Anadolu University. Office of the Rector, Eskisehir, 26470, Turkey. Tel: +90-222-335-34-53; Fax: +90-222-335-34-86; e-mail: rektor@anadolu.edu.tr; e-mail: TOJDE@anadolu.edu.tr; Web site: http://tojde.anadolu.edu.tr/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01