Analysing the Key Enablers of Students' Readiness for Online Learning: An Interpretive Structural Modeling Approach

Autor/inn/en	Bhatt, Shahir; Bhatt, Amola; Thanki, Shashank
Titel	Analysing the Key Enablers of Students' Readiness for Online Learning: An Interpretive Structural Modeling Approach
Quelle	In: International Journal of Education and Development using Information and Communication Technology, 17 (2021) 4, S.105-130 (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-0556
Schlagwörter	COVID-19; Pandemics; Online Courses; School Closing; Readiness; Personality Traits; Student Characteristics; Barriers; Academic Achievement; Student Experience; Self Efficacy; Self Control; Student Motivation; Educational Technology; Technology Uses in Education; Foreign Countries; Higher Education; India + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; School closings; Schule; Schließung; Schließung (von Schulen); Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Schulleistung; Studienerfahrung; Self-efficacy; Selbstwirksamkeit; Selbstbeherrschung; Schulische Motivation; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Indien
Abstract	Education has undergone a paradigm shift due to the COVID-19 outbreak declared as a pandemic by the WHO in 2020. The current research attempts to identify the key factors which enable students' readiness for online learning (SROL). The Interpretive Structural Modelling (ISM) approach is used to draw contextual relationships among the enablers of SROL and these are further clustered using Matrix of Cross-impact Multiplications (MICMAC) analysis. Personality traits like 'Open to experience', 'Agreeableness' and 'Extraversion' emerged as driving enablers while; several factors like academic performance, prior exposure to online classes, self-efficacy in online settings, learner control, self-directed learning and motivation for learning emerged as linkage enablers which would ultimately affect the 'willingness for future exposure to online classes'. The understanding of these enablers can help instructors to customize their online course delivery and counsel students based on their levels of readiness for online learning. (As Provided).
Anmerkungen	International Journal of Education and Development using Information and Communication Technology. University of the West Indies Open Campus, Cavehill, Bridgetown, Barbados, BB11000, West Indies. e-mail: chiefeditor-ijedict@open.uwi.edu; Web site: http://ijedict.dec.uwi.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01