Variables affecting online learning readiness in an open and distance learning university

ABSTRACT

Online learning practices have gained momentum as a result of the developments in network technologies and an increase in the capacity of current technological devices that are used to deliver learning. While up-to-date studies have examined the online learning readiness of traditional higher education learners, there remains a need to examine it in a large scale open and distance learning university. Therefore, the purpose of this study is to examine online learning readiness through quantitative cross-sectional and explanatory correlational research designs. The study included 6,507 open and distance learners enrolled in a giga university. By employing the valid and reliable Online Learning Readiness Scale (OLRS), multivariate and correlational analysis were used to interpret research findings. The findings revealed that the demographics of Open and Distance Learning (ODL) learners can be used as an indicator of online learning readiness and that there is a need for adaptive, personalized online learning systems. Moreover, there is a statistical significance between the time spent online and online learning readiness. The research further revealed that there is a correlation between online learning readiness and ODL learners’ preferred technological devices.

KEYWORDS:

• Distance education
• open and distance learning
• online learning
• e-learning
• e-readiness

Disclosure statement

Authors declare no conflict of interests.

Correction Statement

This article has been republished with minor changes. These changes do not impact the academic content of the article.

Additional information

Funding

This study was supported and funded by Anadolu University Scientific Research Projects Commission under the [grant no: 1905E079 and 2005E072].