E-Learning Readiness

The purpose of this study was to explore the structural relationships between knowledge sharing behaviors (KSB), academic self-efficacy (ASE) and sense of community (SoC) of university students in e-learning community. The study was carried out with students who joined Facebook learning community that was created for the Computing I course which was taught with blended learning method. Data were collected from 316 university students by utilizing three self-report instruments: KSB scale, ASE scale (sub-scales: ‘social status’, ‘cognitive applications’ and ‘technical skills’) and classroom community (CC) scale (sub-scales: ‘connectedness’ and ‘learning’). The path analyses with structural equation modeling (SEM) further verified that students’ KSB were related to their ASE and SoC in e-learning community. The results of the study revealed that the ASE and SoC of the students positively affect their KSB. And in terms of sub-scales, the connectedness to the community, learning perception in the community, the self-efficacy of the students on the cognitive applications in the courses and their social status in the community positively affect KSB. However, students’ self-efficacy perceptions on their technical skills affect KSB positively but its affect size was smaller compared to other sub-scales. Further research studies and implications are presented and discussed. E-Öğrenme Topluluğunda Bilgi Paylaşım Davranışları: Akademik Öz-Yeterlik Ve Topluluk Hissinin Rolünü Keşfetmek Bu araştırmanın amacı, e-öğrenme topluluğundaki üniversite öğrencilerinin, bilgi paylaşım davranışları (BPD), akademik öz-yeterlikleri (AÖ) ve topluluk hisleri (TH) arasındaki yapısal ilişkileri incelemektir. Araştırma, harmanlanmış öğrenme yöntemi ile yürütülen Bilgisayar I dersi için oluşturulan Facebook öğrenme topluluğuna katılan öğrenciler üzerinde gerçekleştirilmiştir. Araştırmanın verileri 316 üniversite öğrencisinden öz bildirime dayalı üç veri toplama aracı kullanılarak elde edilmiştir: Bilgi paylaşım davranışları ölçeği, akademik özyeterlik ölçeği (alt ölçekleri: 'sosyal statü', 'bilişsel uygulamalar' ve 'teknik beceriler') ve sınıf topluluğu ölçeği (alt ölçekleri: 'bağlılık' ve 'öğrenme') olmak üzere üç öz-raporlamaya dayalı veri toplama aracı kullanılarak 316 üniversite öğrencisinden veri toplanmıştır. Yapısal eşitlik modellemesi (YEM) ile yapılan yol analizleri, e-öğrenme topluluğundaki öğrencilerin BPD'sinin AÖ ve TH'leriyle ilişkili olduğunu doğrulamıştır. Araştırmanın sonuçları, öğrencilerin AÖ ve TH'lerinin BPD'yi olumlu etkilediğini ortaya koymuştur. Alt ölçekler açısından bakıldığında; topluluğa bağlılık, toplulukta algılanan öğrenme, öğrencilerin derslerdeki bilişsel uygulamalar üzerindeki öz yeterliği ve topluluktaki sosyal statülerinin BPD'yi olumlu etkilediği görülmüştür. Bununla birlikte, öğrencilerin teknik becerileri üzerindeki öz-yeterlik algıları BPD'yi olumlu etkilemekle birlikte, diğer alt ölçeklere kıyasla etki büyüklüğünün daha küçük olduğu görülmüştür. Araştırma bulguları, uygulamalar ve gelecek araştırmalar için sunulmuş ve tartışılmıştır. Anahtar Kelimeler: Bilgi paylaşımı, E-öğrenme toplulukları, Akademik öz-yeterlik, Topluluk hissi

Many studies have been conducted about readiness for e-learning, yet it is quite hard to decide which work of research from the literature to use in a specific context. Therefore, the aim of this study is to identify of which components models consist and for which stakeholders they were developed by investigating the most comprehensive and prevalent models in the related literature. Thus, the methods for both implementers and researchers were shown. A literature review was employed as the method of the present study. Thirty models or measurement tools were explored in the scope of the study. The findings of the study show that competency in technology usage, access to technology, content, culture, human resources, finance, management and leadership, self-directed learning, motivation, and time management components of models pertaining to readiness for e-learning became prominent. Further findings and implications are discussed in the main text of the study.

Gelişen Bilgi ve İletişim Teknolojileri (BİT) ile birlikte öğretimde ve eğitimde yeni anlayışlar ortaya çıkmıştır. Bu anlayışların en önemlilerinden birisi e-öğrenmedir. E-öğrenme öğrenenlere bilgiyi hızlı ve ucuz bir şekilde iletmek için sıklıkla kullanılmaktadır. Bu noktada öğrenenlerin ve öğreticilerin e-öğrenmeye ne kadar hazır oldukları sorusu gündeme gelmektedir. Araştırmanın temel amacı üniversite öğrencilerinin ve akademik personelinin e-öğrenmeye hazır bulunuşluk düzeylerini saptamak ve bu saptamaya dayanarak bahsi geçen iki paydaşın e-öğrenme hazır bulunuşluk düzeylerini geliştirecek önerilerde bulunmaktır.
Araştırmada iki farklı gruptan veri toplanmıştır. İlk olarak üniversite öğrencilerinden, ikinci olarak ise akademik personelden veri toplanmıştır. Üniversite öğrencisi kısmını Hacettepe Üniversitesi Eğitim Fakültesi’nde öğrenim gören 1802 öğretmen adayı oluşturmuştur. Araştırmada üniversite öğrencilerine araştırmacı tarafından geliştirilen Üniversite öğrencilerinin e-öğrenmeye hazır bulunuşluğu ölçeği uygulanmıştır. Ayrıca üniversite öğrencilerine demografik bilgileri, öğrenim bilgileri yanı sıra, bilgi ve iletişim teknolojileri kullanım tercihlerini içeren bir anket de uygulanmıştır. Akademik personeli kısmını ise Hacettepe Üniversitesi Eğitim Fakültesi’nde görev yapan 96 akademik personel oluşturmuştur. Araştırmada akademik personele akademik personelin e-öğrenmeye hazır bulunuşluğu ölçeği uygulanmıştır. Üniversite öğrencilerinin e-öğrenmeye hazır bulunuşluğu ölçeğinde olduğu gibi akademik personele de demografik bilgilerini ve BİT kullanım tercihlerini içeren bir anket uygulanmıştır.
Araştırma kapsamında geliştirilen ölçeklere ilişkin bulgulara bakıldığında, “üniversite öğrencilerinin e-öğrenmeye hazır bulunuşluğu ölçeğinin” 33 madde ve 6 faktörden oluştuğu bulunmuştur. Bahsi geçen ölçeğin faktörleri şu şekildedir: Bilgisayar öz yeterliği, internet öz yeterliği, çevrimiçi iletişim öz yeterliği, kendi kendine öğrenme, öğrenen kontrolü ve son olarak e-öğrenmeye yönelik motivasyondur. Ölçeğin genel Cronbach Alfa güvenirlik katsayısı 0,93 olarak elde edilmiştir. Araştırma kapsamında geliştirilen ikinci ölçek olan “akademik personelin e-öğrenmeye hazır bulunuşluğu” ölçeğinin ise 35 madde ve 4 faktörden oluştuğu bulunmuştur. Bu ölçeğin faktörleri şu şekildedir: Bilgi ve iletişim teknolojileri kullanım öz yeterliği, e-öğrenmede kendine güven, e-öğrenmeye yönelik tutum ve e-öğrenmeye yönelik eğitim ihtiyacı. Ölçeğin genel Cronbach Alfa güvenirlik katsayısı 0,92 olarak hesaplanmıştır.
Araştırmanın sonuçlarına göre üniversite öğrencilerinin e-öğrenmeye hazır olmak için gerekli fiziksel donanıma sahip oldukları tespit edilmiştir. Üniversite öğrencileri internete en çok evlerinden bağlanmakta ve bunun için en çok dizüstü bilgisayar kullanmaktadırlar. Ayrıca üniversite öğrencileri interneti ve sosyal ağ sitelerini sık sık kullanmaktadırlar. Bunun yanında üniversite öğrencilerinin internet öz yeterlik seviyeleri oldukça yüksek iken, e-öğrenmeye yönelik motivasyonlarının düşük olduğu sonucuna ulaşılmıştır. Veriler eğitim fakültesinin programlarına göre analiz edildiğinde, bilgisayar ve öğretim teknolojileri eğitimi, Alman dili eğitimi ve fizik eğitimi programlarının e-öğrenmeye hazır olan grupta yer alırken, ilköğretim matematik eğitimi ve psikolojik danışma ve rehberlik programının e-öğrenmeye hazır olmayan grupta yer aldığı görülmüştür. Üniversite öğrencilerinin sınıf düzeyine göre e-öğrenmeye hazır bulunuşlukları da incelenmiş ve sınıf düzeyi arttıkça üniversite öğrencilerinin e-öğrenmeye daha hazır olduğu sonucuna ulaşılmıştır. E-öğrenmeye hazır bulunuşluğun faktörlerinin internet kullanım amaçları ile pozitif yönde anlamlı ilişki verdiği de diğer bulgular arasındadır. Akademik personele ilişkin bulgulara gelindiğinde, akademik personelin en yüksek düzeyde bilgi ve iletişim teknolojileri kullanım öz yeterliği faktörüne, en düşük düzeyde ise e-öğrenmede kendine güven faktörüne sahip olduğu bulunmuştur. Bunun yanı sıra, akademik personelin e-öğrenmeye hazır bulunuşluk düzeylerinin ünvanlara göre değişmediği belirlenmiştir.
Araştırma sonucunda üniversite öğrencilerinin ve akademik personelinin e-öğrenmeye hangi nedenlerden dolayı hazır olmadıkları belirlenmiş ve araştırmanın bulgulardan yola çıkarak üniversite rektörlüklerine ve diğer yetkili mercilere bahsi geçen iki paydaşı e-öğrenmeye daha hazır hale getirecek önerilerde bulunulmuştur.

New paradigms have recently emerged in education and instruction with the advances in information and communication technologies. Amongst these paradigms, e-learning is one of the most significant ones. E-learning is often used with the aim of delivering information to learners in a fast and cheap way. Nonetheless, at this point, the question of how much learners and teachers are ready to e-learning gains currency. Therefore, the basic purpose of the current study is to determine e-learning readiness levels of university students and academic staff and, based on this determination, make some suggestions to enhance aforementioned stakeholders’ readiness levels for e-learning.
In the current study, data were collected from two different groups. First group was university students. As for second group, it was composed of academic staff. A total of 1802 university students from Hacettepe University faculty of education constituted the group of university students. “The scale of University Students’ Readiness for E-learning” developed by author was administered to university students. Besides, a questionnaire including university students’ demographic and educational information and information and communication technologies usage preferences was administered too. When it comes to the group of academic staff, data were gathered from Hacettepe University faculty of education and 96 academicians were reached in total. “The scale of Academic Staff’s Readiness for E-learning” was administered to them. Like the previous scale, a questionnaire including demographic information and information and communication technologies usage preferences of academic staff was also administered to them.
As far as the scales developed within the scope of current study are concerned, the scale of university students’ readiness for e-learning consisted of 33 items and 6 factors. The factors of the previously mentioned scale are as follows: Computer self-efficacy, internet self-efficacy, online communication self-efficacy, self-directed learning, learner control, and finally motivation for e-learning. Overall Cronbach
Alpha reliability coefficient of the aforementioned scale was calculated to be 0.93. As for the scale of academic staff’s readiness for e-learning, the second scale developed within the scope of the current study, it was found out that it consisted of 35 items and 4 factors. Its factors are as follows: information and communication technologies usage self-efficacy, self-confidence in e-learning, attitude towards e-learning, and finally education need towards e-learning. Overall Cronbach Alpha reliability of this scale was found out as 0.92.
When it comes to the findings of the study, first, findings regarding university students were mentioned. To begin with, it was determined that university students possess physical tools required to be ready for e-learning. They connect internet mostly from their homes and to do that make us of mostly notebooks. In addition, university students often use internet and social networks. Besides, it was concluded that while their levels of internet self-efficacy were remarkably high, those of motivation were remarkably low. When the data are analyzed according to divisions of the faculty of education, it was revealed that divisions of computer education and instructional technologies, German language education, and physics education were found out to be amongst the group ready to e-learning, whereas divisions of elementary mathematics education and guidance and psychological counseling were found out to be amongst the unready group. University students’ readiness levels according to grade level were also examined, and it was concluded that the higher the grade level is the readier for e-learning university students are. It was also found that factors of readiness for e-learning yielded positive and statistically significant correlation coefficients with usage purposes of internet. As for findings pertaining to academic staff, it was first found out that the factor of information and communication technologies usage preferences was the highest one whereas self-confidence in e-learning was the lowest one. In addition to that, it was also found out that academic title has no statistically significant impact on the academic staff’s e-learning readiness level.
In the thesis, reasons as to why university students and academic staff are not ready for e-learning were determined and, based on the findings of the study, suggestions that may improve aforementioned stakeholders’ readiness for e-learning were made to the university rectorships as well as other competent authorities.

Abstrak—Implementasi e-Learning membutuhkan biaya yang tidak sedikit. Banyak implementasi e-Learning mengalami kegagalan meskipun sudah didukung dengan dana besar dan persiapan matang. Oleh karena itu perlu dianalisis terlebih dahulu tingkat kesiapan organisasi dalam mengimplementasikan e-learning (e-Learning Readiness). Pengukuran e-Learning Readiness didasarkan pada model e-Learning Readiness dan dinyatakan dengan suatu indeks. Model e-Learning Readiness dibentuk oleh komponen e-Learning yang digunakan. Dalam penelitian ini digunakan framework penelitian dengan enam komponen utama yaitu Human Resource, Kultur Organisasi, Teknologi, Kebijakan, Keadaan Keuangan Organisasi dan Infrastruktur. Indeks readiness menggunakan indeks versi Aydin & Tascii dengan skala 1-5. Dengan diketahuinya indeks e-learning readiness suatu organisasi diharapkan dapat menjadi baseline untuk melakukan persiapan dan improvement. Selanjutnya untuk menguji validitas framework, studi kasus telah dilakukan untuk mengukur e-learning readiness pada perguruan tinggi ABC di Jakarta. Penelitian dilakukan terhadap karyawan yang terdiri dari manajemen dan dosen. Pengumpulan data menggunakan kuisioner dan wawancara terstruktur, sedangkan pengolahan data menggunakan teknik statistik deskriptif yang dipetakan terhadap indeks e-Learning Readiness versi Aydin & Tascii. Hasil penelitian menunjukkan perguruan tinggi ABC mempunyai indeks e-Learning Readiness sebesar 3.07 dari 3.40 yang diharapkan sebagai standar dari sebuah organisasi, yang berarti bahwa perguruan tinggi tersebut belum siap dalam melakukan implementasi e-Learning dan membutuhkan beberapa improvement. Beberapa rekomendasi diusulkan untuk perguruan tinggi ABC terkait dengan penelitian ini, yaitu pembuatan manajemen SOP, manajemen proyek, dan pembuatan IT Plan yang akan memberi arahan terhadap investasi TI, penyediaan infrastruktur dan optimalisasi struktur organisasi.

The aim of this study was to determine the factors predicting student engagement. The sample of the study consisted of 527 students from Karabuk University Distance Education Center. Independent variables of the study were e-learning style and online learning readiness. The data were analyzed using the stepwise multiple regression analysis. The findings revealed that students, who set a learning goal, can manage their time in line with this goal, put effort, organize their learning considering their needs, pay attention to learning situations or the learning object, prefer to work with visual elements, enjoy doing research, can remember easily and study with visuals that facilitate retrieval, prefer to work independently, take responsibility for their learning, and believe in their learning ability, have higher levels of engagement.

The aim of this research is to determine of e-learning readiness of small and medium-sized enterprises (SMEs) and evaluate of e-learning readiness of their own enterprises by the office workers. In this research, SMEs elearning readiness is analyzed in three factors which are organization/management, technology and services, and personnel/human resource. This study is included descriptive research which was intended to evaluate and provide information on the current situation of e-learning readiness of SMEs, and also explore the possible developments of applications.

In this study, theorical informations which are related to e-learning readiness of SMEs, are taken from written and printed resources in the library and internet, and these are summarized and presented in this study. The datas of office workers for e-learning readiness of SMEs are obtained through “Determination and Evaluation of E-Learning Readiness of SMEs Scale” which is applied to office workers face to face, adopted to Turkish and tested validity and reliability (x=0.75) in pilot study, and developed by Ilena Hamburg in 2012. Study group of this study are included SMEs which are applied to e-learning systems actively in Gölbaşı/Ankara. This scale is applied to face to face on total 66 office workers who are work in these SME’s.

According to research findings, the evaluation of office workers for e-learning readiness of SME’s are shown that office workers e-learning readiness for personnel/human resources (x=18.82) is little higher than elearning readiness of organization/management (x=16.59) and technology/services (x=16.65). When the difference between averages were analyzed according to position variable, significant difference was observed in favor of managers for technology factors and significant difference wasn’t observed for other factors. Briefly, the evaluation of office workers for SMEs e-learning readiness are shown that e-learning readiness is above avarage and good level, averages of e-learning readiness are show that difference in factor of technology and services, and there is no difference in other factors in this study. These findings were supported and proven by statistically.

Background E-learning is a relatively trending system of education that has been placed over conventional campus-based learning worldwide, especially since the emergence of the COVID-19 pandemic. This study aimed to assess e-learning readiness among university students of a developing country like Bangladesh and identify the independent predictors of e-learning readiness. Methods From 26 December 2020 to 11 January 2021, a total of 1162 university students who had enrolled for e-learning completed a semi-structured questionnaire. Data were collected online via “Google Form” following the principles of snowball sampling through available social media platforms in Bangladesh. A multivariable linear regression model was fitted to investigate the association of e-learning readiness with perceived e-learning stress and other independent predictor variables. Results A total of 1162 university students participated in this study. The results indicated that with the increase of students’ pe...

ÖZ:
E-öğrenmede en önemli değişkenlerden biri e-öğrenmeye hazır bulunuşluktur çünkü e-öğrenmeye hazır bulunuşluk e-öğrenme girişimlerinin başarısını doğrudan etkilemektedir. Bu nedenle öğretmen yetiştiren lisans programlarını e-öğrenmeye daha hazır hale getirebilmek için e-öğrenmeye hazır bulunuşluğa ilişkin daha fazla çalışma gerekmektedir. Bu bağlamda bu çalışma kapsamında e-öğrenmeye hazır bulunuşluk yapısının bileşenlerinin birbirleriyle olan ilişkileri incelenmiştir. Bunun yanı sıra, eğitim fakültesi 1. sınıf ve 4. sınıf öğrencileri, e-öğrenmeye hazır bulunuşluk düzeyleri açısından karşılaştırılmıştır. Son olarak, eğitim fakültesi lisans programlarının, öğrencilerinin e-öğrenmeye hazır bulunuşluk düzeyine göre nasıl kümelendikleri incelenmiştir. Araştırmaya Hacettepe Üniversitesi Eğitim Fakültesinin herhangi bir lisans programına kayıtlı olan 1802 lisans öğrencisi katılmıştır. Araştırmada kullanılan ölçek; bilgisayar öz-yeterliği, internet öz-yeterliği, çevrimiçi iletişim öz-yeterliği, kendi kendine öğrenme, öğrenen kontrolü ve e-öğrenmeye yönelik motivasyon olmak üzere 6 faktörden ve 33 maddeden oluşmaktadır. Ölçeğin genel Cronbach Alfa güvenirlik katsayısı 0,93 olarak hesaplanmıştır. Araştırma sonucunda e-öğrenmeye hazır bulunuşluk yapısının özerk öğrenme ve teknoloji kullanım öz-yeterliği olmak üzere iki alt-yapıdan oluştuğu sonucuna ulaşılmıştır. Ayrıca 4. sınıf öğrencilerin e-öğrenmeye hazır bulunuşluk düzeylerinin 1. sınıf öğrencilere göre daha yüksek olduğu belirlenmiştir. Son olarak, ADÖ, BÖTE, FBÖ, FİÖ, FDÖ, İDÖ ve KİÖ programlarının e-öğrenmeye daha hazır; İMÖ, MTÖ, OKL, PDR ve İSÖ programlarının ise e-öğrenmeye daha az hazır oldukları bulunmuştur.

ABSTRACT:
E-learning readiness is one of the most important variables in e-learning because e-learning readiness directly affects the success of e-learning initiatives. Therefore, more studies about e-learning readiness are needed to make teacher training undergraduate programs readier for e-learning. In this study, in this respect, the correlations of the components of e-learning readiness construct with each other were investigated. Besides, senior and freshman students of faculty of education were compared in terms of their e-learning readiness levels. Finally, how the divisions of faculty of education clustered according to pre-service teachers' e-learning readiness levels was investigated. A total of 1802 undergraduate students enrolled in any division of Faculty of Education of Hacettepe University participated in the study. The scale used in the study consisted of 33 items and 6 factors, which were computer self-efficacy, internet self-efficacy, online communication self-efficacy, self-directed learning, learner control and motivation towards e-learning. Overall Cronbach Alpha reliability coefficient of the scale was calculated as 0.93. In conclusion, it was found the construct of e-learning readiness consisted of two sub-constructs, autonomous learning and technology usage self-efficacy. In addition, it was revealed senior students had higher e-learning readiness levels than freshman students did. Finally, the divisions of Primary Mathematics Education, Mathematics Education, Preschool Education, Psychological Counseling and Guidance, and Primary Education were found to be less ready for e-learning, whereas the divisions of German Language Teaching, Computer Education and Instructional Technology, Science Education, Physics Education, French Language Teaching, English Language Teaching, and Chemistry Education were found to be readier for it.

Online instructors in higher education play a key role in the success or failure of electronic learning systems (ELSs). Their expertise in and use of technology tools in ELSs influence the quality of information presented, their system use and satisfaction during course delivery. This study adapted Holsapple and Lee-Post’s (2006) model to examine online instructor e-learning readiness (e-readiness) at the online campus of a Caribbean university, and to assess their levels of e-readiness and impact before, during and after course delivery. Responses from 208 online instructors were analysed from an online survey. Results show that while the cohort was 90.6% e-ready, only 72.6% were individually e-ready by having access to a dedicated network connection for substantial periods of time, routinely communicating with persons using electronic technologies, being self-motivated and independent learners, with a predisposition towards embracing and using new technologies. During the pre-course phase, online instructor e-readiness had a moderate impact on both technical (ELS quality and service quality) and non-technical (information quality) aspects of the ELS. During course delivery, its influence decreased with the technical aspect (ELS use) but increased with the non-technical aspect of the course (instructor satisfaction). At course completion, the main benefit was enhanced teaching skills while lack of contact with others was the main challenge. The results could be used to identify characteristics of online instructors suitable for the online environment, monitor their impact during the phases of a course, and serve as a benchmark for comparing levels of e-readiness across institutions.

Abstrak Perkembangan ilmu pengetahuan dan teknologi (IPTEK) telah membawa perubahan pesat dalam aspek kehidupan manusia. Salah satu bidang yang mendapatkan dampak cukup berarti dalam perkembangan IPTEK adalah bidang pendidikan. Salah satu produk IPTEK untuk pembelajaran adalah media e-learning. Ditengah wabah virus COVID-19 saat ini. e-learning sebagai salah satu bentuk pemanfaatan teknologi informasi dalam bidang pendidikan diharapkan mampu diaplikasikan sebagai sarana pembelajaran di tengah wabah virus COVID-19 ini agar produktifitas belajar mahasiswa tetap berlangsung. Penelitian ini bertujuan untuk mengetahui bagaimana kesiapan pembelajaran e-learning saat pandemi COVID-19 di Universitas Internasional Batam. E-Learning Readiness (ELR) merupakan model yang digunakan oleh Ayudin dan Tasci untuk mengukur tingkat kesiapan penerapan e-learning di negara berkembang yang di kelompokkan dalam empat factor yaitu teknologi, manusia, inovasi, dan pengembangan diri. Hasil penelitian ini menunjukan Universitas Internasional Batam termasuk dalam kategori siap dalam menerapkan e-learning tetapi membutuhkan peningkatan pada beberapa faktor. Pendekatan yang digunakan dalam penelitian ini adalah pendekatan kuantitatif dengan jenis penelitian eksperimental semu. Populasi dalam penelitian ini adalah mahasiswa Universitas Internasional Batam. Pengambilan sampel menggunakan teknik simple random sampling dengan jumlah sampel sebanyak 60 mahasiswa. Metode pengumpulan data yang digunakan adalah kuesioner online. Kata Kunci: e-learning, readiness, COVID-19. Abstract The growth of science and teknology has bring a rapid development on the aspect of humanity. One of the biggest impact of science and and teknology is education. One of science product for education is e-learning media. On the middle of this covid-19 pandemic, e-learning as one of utilization technology information on education are expected to able to applied as education tool on the middle of covid-19 pandemic so that the learning productivity of student still go on. This research intend for knowing how's e learning readiness on the middle of covid-19 pandemic in university of international batam. E-learning readiness (ELR) is a model used by ayudin and tasci for measure the level of readiness the application of e-learning on the developing country grouped as four factor, technology, humanity, innovation, and self development. The result shown that university of international batam include on category ready for apply the e-learning but need to improve yet on a couple of factor. Approach in usedon this research is quantitative approach with kind of pseudo experimental research. A population on research are the student of university of international batam. A sampling used a random simple technique with 60 sample of student. A collecting data methode is online questionnaire

Adanya globalisasi, revolusi industri dari 1.0 sampai revolusi industri 4.0 sekarang, dan abad ke-21 telah memberikan tantangan untuk negara Indonesia. Dimana segala sesuatu termasuk pelayanan harus bisa mengikuti perkembangan zaman, seperti pelayanan kepada masyarakat berbasis elektronik yang diberikan oleh pemerintah maupun swasta. Kemudian dengan adanya pandemi Covid-19 yang telah melanda hampir seluruh negara di Dunia, termasuk Indonesia. Serta memberikan dampak kepada kita semua, baik itu dampak yang bersifat positif maupun negatif dan hampir memasuki segala lini kehidupan dimulai ekonomi, kesehatan, bahkan pendidikan. Oleh karena itu dengan adanya makalah ini bertujuan untuk mengetahui sejauh mana kesiapaan elektronik (e-readiness) sekolahsekolah di Indonesia dalam penyelenggaraan program Pendidikan Jarak Jauh (PJJ), sebagai salahsatu upaya dalam memutus mata rantai penyebaran covid-19 dan tetap terlaksananya pelayanan publik sektor pendidikan. Kemudian makalah ini menghasilkan kesimpulan bahwa e-readiness assesment sekolah-sekolah di Indonesia sudah termasuk kategori "siap" tetapi masih memerlukan sedikit peningkatan dalam beberapa faktor kesiapan. Kata Kunci : e-readiness, covid-19, pembelajaran jarak jauh (PJJ).

Purpose: The aim of this study was to develop and validate a scale to measure nursing students’ readiness for the flipped classroom in
Sri Lanka.
Methods: A literature review provided the theoretical framework for developing the Nursing Students’ Readiness for Flipped Classroom
(NSR-FC) questionnaire. Five content experts evaluated the NSR-FC, and content validity indices (CVI) were calculated.
Cross-sectional surveys among 355 undergraduate nursing students from 3 state universities in Sri Lanka were carried out to assess the
psychometric properties of the NSR-FC. Principal component analysis (PCA, n=265), internal consistency (using the Cronbach α coefficient,
n=265), and confirmatory factor analysis (CFA, n=90) were done to test construct validity and reliability.
Results: Thirty-seven items were included in the NSR-FC for content validation, resulting in an average scale CVI of 0.94. Two items
received item level CVI of less than 0.78. The factor structures of the 35 items were explored through PCA with orthogonal factor rotation,
culminating in the identification of 5 factors. These factors were classified as technological readiness, environmental readiness, personal
readiness, pedagogical readiness, and interpersonal readiness. The NSR-FC also showed an overall acceptable level of internal
consistency (Cronbach α=0.9). CFA verified a 4-factor model (excluding the interpersonal readiness factor) and 20 items that achieved
acceptable fit (standardized root mean square residual=0.08, root mean square error of approximation=0.08, comparative fit index=
0.87, and χ2/degrees of freedom=1.57).
Conclusion: The NSR-FC, as a 4-factor model, is an acceptable measurement scale for assessing nursing students’ readiness for the
flipped classroom in terms of its construct validity and reliability.
Keywords: Nursing education; Psychometrics; Reproducibility of results; Statistical factor analysis; Sri Lanka

The aim of this paper is assessing the Electronic Learning (E-learning) readiness in Jordan; using the official website of the ministry of higher education and scientific research (MOHESR) in Jordan as a case study, the proposed model encompasses two factors; website assessment and two environmental factors which are IT infrastructure and culture. By reviewing the literature and evaluating the ministry’s website the researcher finds that the website is delivering sufficient information and services to students and academics, recommends that many issues must be reconsidered towards the movement to E-learning website, and suggests that much emphasis on infrastructure and culture is required in the case of Jordan as it is a developing country.

Decrease in student satisfaction and motivation in flipped classroom (FC) model of instruction is among frequently observed problems. And these problems could reduce the efficiency of FC model. It is believed that the problems related to student satisfaction and motivation in FC model of instruction are related to the e-learning readiness of the students. The purpose of the current study was to explore the impact of the e-learning readiness of the students on student satisfaction and motivation in FC model of instruction. The study was carried out with 236 undergraduate students taking Computing I class taught using FC model of instruction. Data were collected from three self-report instruments: E-learning Readiness Scale (subscales: 'computer self-efficacy', 'internet self-efficacy', 'online communication self-efficacy', 'self-directed learning', 'learner control' and 'motivation towards e-learning'), Satisfaction Scale and Motivated Strategies for Learning Questionnaire. The path analyses with structural equation modelling (SEM) further verified that students' e-learning readiness were related to their satisfaction and motivation while undertaking academic tasks in FC model of instruction. The results of the study indicated that students' e-learning readiness was a significant predictor of their satisfaction and motivation in FC model of instruction. Findings were presented and discussed for future studies and applications.

The aim of this study was to determine the factors predicting student engagement. The sample of the study consisted of 527 students from Karabuk University Distance Education Center. Independent variables of the study were e-learning style and online learning readiness. The data were analyzed using the stepwise multiple regression analysis. The findings revealed that students, who set a learning goal, can manage their time in line with this goal, put effort, organize their learning considering their needs, pay attention to learning situations or the learning object, prefer to work with visual elements, enjoy doing research, can remember easily and study with visuals that facilitate retrieval, prefer to work independently, take responsibility for their learning, and believe in their learning ability, have higher levels of engagement.