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With the rising demand for virtual learning, districts are establishing virtual schools to offer more flexible education. This study investigates K-12 virtual learner characteristics, examines trends and issues in virtual academies, and outlines opportunities and challenges faced by stakeholders in a southeastern U.S. state. The study used a mixed-method design, combining quantitative survey data and qualitative interviews with virtual academy leaders. Results reveal that virtual learners opt for this mode of schooling due to busy extracurricular schedules, a desire to avoid crowded schools or health concerns. These students include those with special needs and high-achieving individuals. Collaboration between parents and teachers plays a crucial role. Essential factors include reliable internet access, teacher tech proficiency, and diverse curriculum development approaches. However, diverse curricular methods require additional implementation support. Balancing instructional flexibility with accountability poses a significant challenge. Virtual teachers need resources, professional development, and time, especially when transitioning from traditional to digital curriculum. Effective communication and interpersonal interactions are vital. Involving home learning coaches and community partnerships enhances the educational experience. While virtual schools offer flexible and personalized support, they encounter challenges related to resource access, social isolation, and student motivation.

This study reports on two key aspects relating to the use of the Online Learning Readiness Self-Check (OLRSC) survey, which has been proposed as identifying non-traditional students' readiness for online learning, and their strengths and weaknesses in six key areas. The first aspect validates the use of the instrument based on data from 199 students engaged in an online tertiary enabling course at a regional university in Australia. Factor analysis verified the scale structure of the instrument; however, two items were removed prior to the final analysis due to low communality and/or high cross loading with other items. This is followed by an examination of whether the instrument might be useful for the early identification of students who are at risk of disengagement from the enabling program. While it was hypothesised that the instrument, which measured factors such as the quality of interaction with peers and instructors, their capacity to manage technology and how well they managed learning, should have been a useful tool to identify early disengagement, the hypothesis was not supported. No significant associations were identified between any of the instrument's scales and early withdrawal from the course or completion of the first unit of study. Future recommendations for educators are made with a view to improving student engagement.

The utilization of blended learning in the field of English language instruction has shown a notable rise in recent times. Blended learning has the ability to provide an optimal setting for language education, enabling a transition from conventional instructional approaches to more progressive ways through the integration of technology. Nevertheless, several unresolved issues remain in relation to this methodology. This paper examines the perceptions of students regarding the potential benefits and obstacles associated with the implementation of blended learning in English language courses at a university in Vietnam. Additionally, the study proposes many solutions with the objective of enhancing the current situation and establishing a solid foundation for the future growth of blended learning. The study involved a sample of 165 first-year students, with online surveys and interviews being utilized as the primary methods of data collection The results of the study indicate that contemporary students can be classified as digital natives. While they demonstrate proficiency in various technical skills, have easy access to technology, and exhibit a propensity for self-directed learning, their inclination towards traditional classroom environments is evident when it comes to their attitudes regarding online engagement with instructors and peers in English courses.

Technological advancements have led to the emergence of the Fourth Industrial Revolution (4IR). Students' readiness to use 4IR technologies is thus essential for the development of knowledgeable, competent, and skilled graduates. However, ensuring students' readiness to use 4IR technologies is quite challenging, leading to a need to understand the factors that influence readiness in this regard. In this study, a research model was developed for examining effects of students' technical skills, attitudes, and knowledge on their readiness to use 4IR technologies. Data were collected from 182 students through an online survey. A two-step data analysis was then performed using AMOS. A confirmatory factor analysis was conducted to assess the research model, and SEM was then applied to examine the hypotheses and relationships between the constructs. The results demonstrated that students' technical skills, attitudes, and knowledge levels significantly influenced their readiness to use 4IR technologies. Recommendations for policy and decision makers in higher education were drawn from this research to increase students' readiness for adopting and using 4IR technologies.

This report presents an evaluation of students' experiences in a student-run clinic project in Aotearoa New Zealand, aiming to provide interprofessional learning opportunities and accessible health services to the community. Qualitative focus group interviews were conducted with students' post-clinical placement. A six-step thematic data analytic approach guided identification of three key themes: placement preparation and understanding expectations, interprofessional relationships and collaboration, and learning experience and value. Students reported positive experiences in this student-run clinic placement, including in respect to collaborative experiences, the development of interprofessional relationships, and value of the learning experience. This report highlights the need for enhanced pre-placement preparation and clarification of expectations regarding a community-based interprofessional placement experience, particularly for first year students. The student-run clinic model has potential to address healthcare disparities and enhance learning through community-engaged experiences. Results provide insights for educational institutions and healthcare providers looking to implement similar initiatives, emphasising collaborative partnerships and student-centred interprofessional education.

As one variant of the conventional flipped model, online flipped learning is increasingly implemented and it becomes important to explore how learners may be ready for it and how learner readiness may relate to motivation, attitude, and support. Informed by a multidimensional conceptualization of learner readiness and motivation and engagement, this study investigates the current situation of learner readiness, focusing on the moderating roles of learner attitude and environmental support in moderating the interrelationships between learner readiness and motivation and engagement in online flipped learning. Based on survey responses from 6,364 English learners across 11 Chinese universities, the results reveal that the students exhibited a generally high level of readiness for online flipped learning, though with significant demographic differences. The results also indicate that learner attitudes and environmental support moderated the impact of learner readiness upon learner motivation and engagement in online flipped learning. The findings call for attention to examine closely what dimensions of learner readiness could shape what aspects of motivation and engagement rather than simply assuming a linear causal relationship between readiness and motivation and engagement. A potential polarizing effect in online flipped learning is also highlighted, with implications discussed.

The emergence of chatbots and language models, such as ChatGPT has the potential to aid university students' learning experiences. However, despite its potential, ChatGPT is relatively new. There are limited studies that have investigated its usage readiness, and perceived usefulness among students for academic purposes. This study investigated university students' academic help-seeking behaviour, with a particular focus on their readiness, and perceived usefulness in using ChatGPT for academic purposes. The study employed a sequential explanatory mixed-method research design. Data were gathered from a total of 373 students from a public university in Malaysia. SPSS software version 27 was used to determine the reliability of the research instrument, and descriptive statistics was used to assess the students' readiness, and perceived usefulness of ChatGPT for academic purposes. Responses in the open-ended questions were analysed using a four-step approach with ATLAS.ti 22. Research data from both the quantitative and qualitative methods were integrated. Findings indicated that students have the proficiency, willingness, and the requisite technological infrastructure to use ChatGPT, with a large majority attesting to its ability to augment their learning experience. The findings also showed students' positive perception of ChatGPT's usefulness in facilitating task and assignment completions, and its resourcefulness in locating learning materials. The results of this study provide practical implications for university policies, and instructor adoption practices on the utilisation of ChatGPT, and other AI technologies, in academic settings.

Purpose: This study examines learner readiness and satisfaction with blended learning systems in India's post-vaccine classrooms, focusing on the relationship between face-to-face (F2F), online learning (OL), and blended learning (BL) indicators and identifying which predictors within these systems most significantly affect learners' satisfaction (LS). Design/methodology/approach: An online survey was conducted with 451 students from both public and private universities in India. The data were analyzed using factor analysis and confirmatory factor analysis, followed by multiple regression to test the hypotheses. Findings: The findings reveal a significant positive correlation between learners' satisfaction and online learning and blended learning, with [beta] values of 28.3 and 27.2, bearing a p-value of 0.000. In contrast, face-to-face (F2F) learning was insignificant, with a [beta] value of 0.070 and a p-value of 0.119. These insights underscore the effectiveness of online and blended learning formats in enhancing learner satisfaction in higher education while also suggesting a re-evaluation of the role of traditional F2F learning methods. The research supports the integration of online learning in higher education due to its balanced mix of teacher-led and student-centered instruction, alongside the practical benefits of reduced travel costs and access to independent study resources. Practical implications: This study provides insights into student perceptions and attitudes towards blended learning in India's post-vaccine classrooms. It highlights the importance of tailoring blended learning strategies to meet colleges' and universities' diverse learning needs and goals in this evolving context. The findings serve as a valuable resource for educators and administrators, aiding in designing effective blended learning frameworks suited explicitly for higher education in India. Originality/value: While there is extensive literature on F2F, OL, and BL, limited research compares these learning approaches and their impact on learner satisfaction within the Indian higher education context. This study fills this gap by providing valuable insights for shaping educational strategies in India's post-vaccine classrooms.

e-Learning was abruptly adopted in many countries to mitigate the adverse consequences of the sudden closure of institutions of higher learning caused by the COVID-19 pandemic. Against this background, this study investigated how business undergraduates want to learn in the future and predictors of their future preferred mode of learning. 251 business undergraduates from a private university in Malaysia participated in an online survey conducted in July 2020, during the sudden closure of institutions of higher learning. Data collected were analysed using the multiple discriminant analysis to develop a characteristics profile of the three groups of business undergraduates (i.e., preferred fully conventional classroom learning, blended learning and fully e-learning) in terms of important predictors. Results revealed that the significant predictors of future preferred mode of learning of business undergraduates, in descending order, were disadvantages of e-learning, advantages of e-learning, self-regulated learning, learning outcomes, information and communications technology infrastructure and training, support and resources. This study concludes with some reflective thoughts about important lessons learned from this unprecedented pandemic pertaining to e-learning readiness to deal with future unexpected crises.

Numerous projects and programmes for adult literacy have been undertaken in developing countries in the past years, so it comes as no surprise that the fundamental problems and the global statistics on literacy have not changed even slightly in a country like South Africa. The present study examines the elearning readiness of adult facilitators and learners involved in adult literacy programmes and has these objectives: examine facilitators and learners on the use of technology in the adult literacy programme, investigate the use of technology for elearning in adult literacy programmes, and ascertain the extent to which elearning can motivate learners to learn. The study was underpinned by the Technology Acceptance Model (TAM), whereby a convergent mixed-method approach was adopted in which quantitative and qualitative data were collected simultaneously, analysed separately, and interpreted. Data were collected through questionnaires and semi structured interviews from 120 adult learners that were randomly selected, and ten adult facilitators conveniently selected from the literacy centres in KwaZulu-Natal province of South Africa. The study recommends that adult literacy centres should be equipped with relevant ICT gadgets to enhance adult literacy programmes and all adult literacy education stakeholders should be involved in the implementation process. Additionally, the government should make elearning an area of focus for a future literacy programmes.

Research into vocabulary knowledge often differentiates between breadth (how many words a person knows) and depth (how well the words are known). Both theoretical categories are essential for understanding language learners' lexical development, but how the different aspects of vocabulary knowledge interconnect has not received the same attention as each individual dimension, especially in terms of productive knowledge. This study analyses lexis from mid-frequency lemmas in the K3--K9 frequency bands from the learner corpus PELIC (The University of Pittsburgh English Language Institute Corpus). Critically for learners, mastery of lexis in this frequency range is essential for achieving the English proficiency required for university study. From these mid-frequency items, a dataset of 7,554 tokens were collected from word families with multiple derivations and manually annotated. The findings showed high rates of collocational and derivational accuracy for the forms learners opted to use. However, compared to expert speaker texts in the Corpus of Contemporary American English (COCA), learners overused the verb forms and underused the noun forms of these lexical items. These patterns provide evidence of the interplay between breadth and depth in learners' productive vocabulary usage, suggesting that increased lexical depth will naturally lead to greater lexical breadth and vice versa. Pedagogical implications reaffirm the importance of developing learners' explicit morphological awareness and collocational accuracy. Suggestions for mid-frequency lexical items to prioritize in language learning are also provided, with a view to helping learners achieve academic readiness.

Reviewing translation teaching from the nature of the basic skills that must be possessed, students have at least mastered two languages based on their respective linguistic rules. This study aims to analyze the translation teaching model in offline, online, and hybrid mode. This research uses a case study method with a qualitative approach. The subject of this research is learning English Indonesian Translation classes from 2019 to 2022 at UBSI. The research data were analyzed using interactive analysis technique and were validated by conducting data source triangulation techniques. This study reveals that translation teaching requires students' readiness by requiring students to master a number of courses or at least have attended and passed the required lectures. Offline, online, and hybrid translation teaching at UBSI is carried out consistently and continuously. UBSI uses a collaborative translation-teaching model by combining two translation teaching models through technology. The limitations of this research are limited to the level of researcher participation in several quality assurance processes. However, this research succeeded in uncovering the potential of technology as part of a collaborative translation-teaching model.

This research aims to investigate social science education students' preparedness before they attend problem-based hybrid learning (PBHL). This research is quantitative research with an explorative survey method conducted on college students taking Social Science Education Program in Universitas Islam Negeri Maulana Malik Ibrahim Malang, Indonesia. The participant of this study were 118 students, subsisting of 32 male and 86 female students. This research used a questionnaire with a 1-4 Likert scale as an instrument to measure students' readiness, weighted from their motivation, prospective behavior, and information and communication technology (ICT) skills. The data collection process was carried out through Google Form in April 2020. This research used descriptive quantitative analysis to discover students' preparedness and one-way ANOVA to identify the effect of gender type to the students' preparation in PBHL. The results of this research show that social science education students' preparedness (motivation, prospective behavior, and ICT skills) in PBHL is classified high, namely in the B+ category. Furthermore, the gender type has no significant effect on students' preparedness for PBHL (p>0.05). Recommendation based on the research result is the university has to facilitate easy internet access, such as by accelerating the bandwidth, internet connection, and promote other policies that support PBHL.

In the current digital age, the integration of information and communication technologies (ICT) into teaching practices has become a determining factor in learning quality. The teachers' digital competence issue has come back to the forefront because of the schools' closure due to the COVID-19 pandemic. Our study aims to assess the sense of competence in terms of ICT use of a sample of 260 secondary school teachers in the Directorate of Education in Rhamna, Morocco, by adopting a quantitative methodology. Our findings suggested that only 26.1% of the individuals in our sample reported they feel effectively competent. The pandemic made a significant change in teachers' perceptions of the importance of ICT integration and training in the field. Moreover, a cross-analysis highlighted significant relationships between the sense of competence in terms of ICT use and six independent variables: continuous training, learning readiness, gender, age, teaching experience, and school subject. Our findings would be helpful for policymakers to guide educational policies by focusing on ICT continuous training to enhance teachers' digital competence.

Enhancing language literacy is one of the most prioritized learning targets of the K-12 curriculum in the Philippines. Several language acquisition, learning, teaching and assessing principles to which the present Language Arts and Multiliteracies Curriculum (LAMC) is anchored on, are consistently improved to forward maximum and effective instructional efforts in enhancing learners' communicative competence and multiliteracies. At the elementary level, teachers apply innovative pedagogical strategies to develop learners' macro skills which are relevant to have a meaningful interaction with others in a multicultural society. However, this language literacy enhancement is considered as a challenging task for the Indigenous Peoples Education (IPEd) teachers due to several constraints that may have influenced the indigenous learners' language learning competence. Using the qualitative-case study research design, the responses of the selected IPEd teachers from the semistructured interviews were examined. The thematic analysis was utilized to determine the challenges encountered in teaching language literacy among indigenous learners in Agusan Del Sur, Philippines. On the other hand, the Provus Discrepancy model was used to determine the gaps between the current language literacy performance and outcomes and the language teaching standards enshrined in LAMC. The results showed that IPEd teachers commonly struggled with enhancing learners' viewing skills and digital literacy, developing reading comprehension, improving writing skills, contextualizing lessons, following spiral progression in language, and teaching orthography and grammar. Moreover, the results showed that these encountered struggles became more complicated due to the gaps in language learning standards, instructional learning support, learners' literacy and readiness level, and teachers' competence and strategies used. [The publication year (2022) shown on the PDF is incorrect. The correct publication year is 2023.]

This research aimed to investigate the effects of giving learners self directed learning (SDL) instruction based on the Staged Self-Directed Learning Model (SSDLM) during distance English learning on their SDL readiness, achievement, attitudes toward English course and distance education. The study sample consisted of one hundred forty-six freshmen enrolled in two different departments at the Faculty of Education in Bolu Abant Izzet Baysal University in Türkiye in 2017/2018 Academic Year. All the participants took part in a twelve-week quasi-experimental study with pre-test and post-test. The English course program was common to both groups, but the SDL instruction program prepared according to the principles of SSDLM was unique to the experimental group only. The research data were collected using the Self-Directed Learning Readiness Scale, Attitude toward English Courses Scale, Attitude toward Distance Education Scale, and Achievement Test developed specifically for this English course. The obtained data were analyzed through the independent samples t-tests with bootstrap technique. The findings revealed no observable difference in SDL readiness scores between the groups. It may be because changing the way people learn requires longer time. However, remarkable differences in some other variables were observed in favor of the experimental group. These variables were attitude toward learning, importance of English and attitude toward distance education. These findings can be evaluated as the indication of some developments on the brink. All the findings were discussed in detail with this in mind and, suggestions were made accordingly.

This research analyzes the effects of restricting face-to-face classes during the lockdown and students' preparation for face-to-face instruction. During the academic year 2021-2022 break, it was conducted at Nueva Ecija University of Science and Technology (NEUST)-Gabaldon Campus's College of Education. This study employed a descriptive correlational and descriptive comparative research design. The 151 education students who participated in this study were chosen using a stratified sampling method. According to the study, students received satisfactory to very satisfactory grades during the lockdown. The study also showed that after the lockdown and after the Commission on Higher Education recommended face-to-face classes, the majority of respondents agree that they are academically, socio-emotionally, and physically prepared to go through a face-to-face mode of learning. The majority of them prefer face-to-face classes to any other form of distance learning. The general weighted average of a student is a predictor of academic readiness in face-to-face classes. In addition, students' general weighted averages have direct link to their socio-emotional readiness. Students' profiles, on the other hand, have no impact on their physical readiness. There is no significant difference in student preparation in face-to-face classes when students are grouped by gender, year and section, and civil status. There is no association between the student profile and their preferred mode of learning. The theoretical and practical ramifications of the research were also addressed.

This study investigated the influence of students' different Online Learning Readiness (OLR) profiles on their Online Self-Regulated Learning (OSRL) strategies in the context of the first online learning experience (FOL) for students. The data was collected from 262 students in a four-year university in North China during the Spring of 2021. K-mean cluster analysis was conducted to identify groups of participants with distinct patterns of OLR, and one-way MANOVA was used to determine the difference in online OSRL between the different groups. The findings reveal that FOL students with greater levels of OLR also possessed higher levels of OSRL, including goal setting, environmental structuring, task strategies, time management, help-seeking, and self-evaluation. On the basis of the findings, the authors address the function of OLR in establishing OSRL in online learning and its implications for supporting FOL students' self-regulated learning in online learning. The study underlines the need of educating college students in China to succeed in online learning throughout the transition from the COVID-19 global pandemic to the post-pandemic period.

In recent years, the proliferation of online and distance education has dramatically changed the landscape of education. With the growing demand for flexible and accessible learning opportunities, learners are increasingly turning to online and distance education programs to pursue their academic, personal, and professional goals. However, this modality of learning also presents unique challenges for learners, particularly when it comes to e-learning readiness and self-regulated learning. To explore these factors within the context of the online distance learning environment, this study used a cross-sectional quantitative research method to examine the differences in self-regulated learning skills of open and distance learners in terms of e-learning readiness in the Open Education System of Anadolu University. For the purpose of the study, an online survey was used to collect data. The participants of the study comprised 466 online distance learners. Results indicated that learners with high e-learning readiness levels had higher self-regulated learning skills compared to those with low levels. It was also determined that self-regulated learning skills did not differ in terms of the gender of the learners while they differed in terms of the time the learners spent on the learning management system.

Background: Poor mathematics performance in South Africa is well known. The COVID-19 pandemic was expected to exacerbate the situation. Aim: To investigate Grade 7 learners' mathematical knowledge at the end of primary school and to compare mathematical performance of Grade 7 and 8 learners in the context of the pandemic. Setting: Data were collected in term four of 2020 at 11 primary schools and five secondary schools. All schools drew learners from poor communities in Gauteng. Methods: A multiple-choice test covering mathematical content from Grades 4-7 was designed and piloted. Learner performance was measured through number of correct responses. Qualitative error analyses were conducted on learners' choices of distractors. Results: The difference in performance of the two grade groups was not statistically significant. There were similar response patterns in learners' choices of distractors with strong evidence of cue-based reasoning and evidence of additive reasoning in items requiring multiplicative reasoning. Conclusion: Grade 8 learners made very small gains, likely due to reduced learning time. Learner errors show many similarities with the international literature and show that Grade 7 learners are not yet ready for algebra. Contribution: The findings provide starting points for addressing the most common errors and highlight the need for: greater attention to whole and rational number concepts in Grade 8; strategies for teacher support in teaching primary maths content; and innovative teaching strategies to fast-track learning of this content.

In this study, the relationship between students' e-learning readiness, perceptions of interaction in online learning environments, satisfaction, and academic achievement was examined. The research was conducted according to correlational study principles. The academic achievement variable of the study was determined based on the final exam grades of the students, and three separate scales were used for other variables. The data of the study were obtained from 212 students who received fully online education. The data obtained were analyzed by structural equation modelling method. According to the results of the study, e-learning readiness and interaction perception are predictors of satisfaction in online learning environments. The effect of interaction on satisfaction was found to be higher. There is a moderate relationship between student-content and student-instructor interaction dimensions of interaction and satisfaction. There is a low level relationship between many dimensions of e-learning readiness and satisfaction. However, e-learning readiness, interaction, and satisfaction are not predictors of academic achievement. Moreover, no significant relationship was found between e-learning readiness and interaction. Based on the findings of the study, various comments and suggestions were made regarding better online learning environments.

The present study aimed at investigating the correlations between online learning readiness (OLR) and motivation (M) toward English learning achievement (ELA). The study employed a correlational design by gathering quantitative data from 35 first-semester students at the English Education Department at a public university in Indonesia. The data were collected by distributing the OLR questionnaire, which was adapted from the Online Learning Readiness Scale (OLRS) developed by Hung et al. (2010), administering a motivation questionnaire adapted from Gardner's (2004) Attitude/Motivation Test Battery (AMTB), and documenting the students' midterm test scores, which represented their ELA. The researchers used Pearson product-moment correlation reliability to identify how well the test items correlated with the other variables. The data were then analyzed using SPSS 23 version. The result shows that the students exhibited OLR in "ready" level and "very high" motivation level to learn at the time of the research implementation. Both OLR and motivation had positive correlations with students' ELA. OLR was strongly correlated to ELA with r=0.647 (sig.=0.000). Meanwhile, motivation had a lower Pearson correlation score (r=0.497, sig.=0.002) that showed a moderate correlation toward ELA. Hence, OLR contributed more to ELA than motivation.

The aim of this study is to determine the relationships between digital learning readiness, attitudes, academic motivation and attitudes of students studying in the department of educational sciences of a university in Kazakhstan in terms of some variables. The data of the study were obtained from 1st-4th grade students studying in the department of educational sciences of a university in Karaganda, Almaty, Aktau, Kazakhstan in the academic year 2021-2022 (N=261). Percentage, frequency, mean, Independent Samples t test, F test and Regression Analysis techniques were used to analyze the data. In the study, it was found that students' digital learning attitudes were positive and their digital learning readiness was at a moderate level. Digital learning readiness and attitudes of university students showed a significant difference according to gender variable. However, no difference was found in digital readiness and attitudes according to the class variable. Finally, according to the regression analyses, it was found that the participant university students' digital learning readiness and attitudes predicted their academic motivation and attitudes at a significant level.

The present quantitative study explored parents' engagement in children's online learning, considering parents' readiness to engage in their child's online learning and aligned those with a discussion of parents' education qualifications. The sample of the study was 374 primary school students' parents. The data was gathered through survey questionnaires which were checked for reliability before being administered. Descriptive analysis was employed to study parents' engagement and readiness levels in their child's online learning, and to study the difference in parents' engagement and readiness levels based on parents' education level. One-way ANOVA was employed. In addition, correlation analysis was used to explore the relationship between parents' readiness level and their engagement in children's online learning. The findings from the study revealed that parents were engaged in their children's online learning and confirmed the high readiness level towards involvement in their child's online learning. However, parents' engagement and readiness level differed by parents' educational level so that there was a positive relationship noted between engagement in children's online learning and their readiness towards online learning. Therefore, the study suggests that parental education level and their readiness towards online learning needs to be considered when schools move teaching and learning online.

The occurrence of corona virus disease in 2019 (COVID-19) pandemic with its negative consequences on various sectors including education up till now has led to the increase in the necessity to use online learning resources and platforms for teaching and learning especially in higher education institutions (HEIs) in various countries. This research paper's major goal was to investigate the online learning attitude and online learning readiness of undergraduate accounting students in Nigerian public HEIs during the COVID-19 pandemic. The research participants consisted of 845 male and female undergraduate accounting students purposively selected from six HEIs. Study data was collected quantitatively with two online learning scales addressing students' online learning attitude and online learning readiness respectively. The study data were analysed with relevant statistical tests in the Statistical Package for the Social Sciences (SPSS, version 22) based on 0.05 level of significance criteria. The finding demonstrates significantly positive online learning attitude among the undergraduate accounting students from the studied HEIs during the COVID-19 pandemic. Finding also showed that the undergraduate accounting students' online learning attitude significantly related to their online learning readiness during the COVID-19 pandemic. The male and female undergraduate accounting students did not differ in their online learning attitude and online learning readiness. There were no significant differences in online learning attitude and online learning readiness among the undergraduate accounting students from the studied HEIs based on institution type (university, polytechnic and college of education). Nigerian HEIs and accounting departments should provide efficient online learning access and resources to these students and work towards bridging any existing institutional disparities in the availability and use of online learning facilities and resources.

One student success factor in higher education is students' readiness to learn. An increasing number of students are learning in multiple modalities and the boundaries between course modalities continue to blur. In this context, there is a need to reassess readiness for online learning in ways that can serve "all" 21st century learners. The purpose of this study was to re-develop and cross-validate a measure of online learner readiness with different online student samples from two universities in the United States (combined N = 10,143). The reduced 25-item instrument retained four latent constructs: self-regulation efficacy, locus of control, communication efficacy, and technology efficacy. The emergence of these four factors replicates previous scale development studies, although individual items diverge from previous readiness instruments. Current and future applications of this redeveloped readiness instrument, the Learning Skills Journey Tool, are discussed, with a specific focus on how it can serve students throughout their learning journey.

This study analyzed semantic errors in the written compositions of first-year BSEd English students. 86 participants were asked to write a narrative essay and provide feedback on their writing difficulties and language learning needs. The collected data were statistically analyzed. Semantic errors were categorized into 8 types: code-switching, spelling mistakes, assumed synonyms, assumed antonyms, collocations, similar forms, incorrect word usage, and wrong affixes. A total of 242 semantic errors were identified, with collocations being the most common (F=90) and code-switching the least common (F=8). In terms of writing difficulties, 50 out of 86 participants struggled with forming well-formed collocations, while 7 had difficulty spelling unfamiliar words. Regarding language learning needs, 66 participants expressed the need for clear guidelines on error codes, and 29 participants requested more time for learning readiness. Demographic profiles did not significantly impact the frequency of errors among participants (p>0.05).

During the pandemic, online courses became the major delivery format for most institutions of higher learning across the United States and around the world. However, many students experienced emotional distress as a result and have struggled to adapt to remote learning. To explore how emotional distress relatesto other aspects of online learning, including online learning readiness and academic outcome, we asked a sample of 80 college students to participate in an online survey in the fall semester of 2020. Two distinct online learning readiness patterns were found using k-means cluster analysis. Online learning-ready learners showed statistically significant differences from the not-ready online learners on anxiety, boredom, and satisfaction. Moreover, a three-path mediation model based on a theoretical relationship between online learning readiness, emotional state, and expectation of learning outcome was tested using structural equation modeling (SEM). Results showed that readiness positively predicted satisfaction; furthermore, only satisfaction predicted learning expectation and expected grade. The implications of these findings and limitations of the study are discussed.

Online education transforms many aspects of teaching and learning in higher education. International students studying abroad already face considerable stress and negative emotions, and the transition to online learning can further intensify their learning anxiety. This study systematically investigated the factors associated with international students' online learning anxiety by integrating demographic, adjustment, and online learning readiness-related factors. A sample of 380 Chinese students studying in South Korea was investigated. A three-step hierarchical multivariate regression revealed that doctoral students demonstrated significantly lower learning anxiety levels compared to freshmen. Adjustment-related factors explained significant additional variance in online learning anxiety, with length of stay, social support and language proficiency emerging as significant predictors. Online learning readiness-related factors were found to be the most powerful predictors in explaining learning anxiety, with self-directed learning, learner control, computer/internet self-efficacy and online communication self-efficacy being significant predictors. The findings were discussed, and future research implications were suggested.

The assessment process of readiness for adoption an educational system considers the lifeblood of the e-learning system in a particular educational organization and the ability to assess the organization's readiness among the main factors which contributes to the success and progress. The readiness models are instruments that assist educational organizations in measuring their capability level and identifying the gaps to develop a strategy for implementing and adopting e-learning system. Due to the sudden chaos that Iraqi educational institutions have been exposed to the COVID-19 epidemic since the beginning of 2020, the e-learning system has been adopted as a quick alternative educational system for the continuation of the educational process without taking into consideration the readiness of the basic components of the educational process, which comprises the readiness of the infrastructure, human and educational organization to adopt such systems. Despite increased attention by stakeholders and the government with the readiness assessment process recently, there is no comprehensive model for assessing e-learning readiness in Iraqi higher education institutions, the purpose of this study is to design a model of an e-learning readiness assessment for Iraqi universities based on the comparative studies and the experts' views. It is worth to mention that the proposed model has objectively designed according to particular features and local characteristics country. The fuzzy delphi method was utilized for the validation process of the proposed model. The main dimensions and all factors of the proposed model reached the experts' agreement except a number of measures that did not achieve the assessment requirements. The final analysis result indicates that the e-learning readiness assessment model includes 3 main dimensions and 13 factors with 86 measures. Iraqi higher educational institutions can employ the designed model to assess their readiness and identify the areas that need improvement and reduce the gaps failures in e-learning adoption.

Early Childhood Education (ECE) programs provide skills needed for successful kindergarten strides, especially for students from low socioeconomic backgrounds. While Florida's Voluntary Pre-Kindergarten (VPK) program currently serves most four-year-olds, some educators have questioned the program's quality. The purpose of this study was to investigate the direct and indirect effects of Florida's VPK program on kindergarten readiness and academic achievement for students attending the program in one county's VPK (CVPK) when compared to students who did not attend approved VPK programs in this county. The results suggest that, regardless of socioeconomic status, children who attended CVPK programs were just as prepared and performed equally as well in kindergarten as those who did not attend this program. Unfortunately, we cannot know how the CVPK program compared to specific pre-K alternatives without being able to distinguish program attendance across provider types (i.e., other ECE or no pre-K), which is something we recommend Florida begin tracking and make accessible.

The increasing technology reliance in today's world has amplified the need for cybersecurity education for all. Hence, initiatives regarding the integration of cybersecurity education within the pre-college level have begun to emerge in recent times. However, limited research exists regarding in-service or pre-service teachers' perspectives on this phenomenon. More importantly, the need to understand pre-service teachers' perceptions; since their perceptions may significantly influence how the prospective teachers respond to cybersecurity issues and also affect their behavior toward learning and promoting cybersecurity education in the future. Consequently, in order to gain insight into how candidates entering the teaching profession regard cybersecurity, 451 pre-service teachers were sampled in a major public university in Lesotho. The prospective teachers recruited across various departments in the faculty of education responded to an online survey that comprised 33 items gauged from five constructs which include personal cybersecurity awareness, perceived self-efficacy of learning cybersecurity, personal relevance of cybersecurity knowledge, behavioral intention towards learning cybersecurity and actual learning of cybersecurity. We analyzed the response from the survey by utilizing the structural equation modelling approach. Our findings showed that our hypothesized model was mostly accepted. The result suggests that practitioners and researchers in the related field need to raise the pre-service teacher's behavioral intention to learn cybersecurity by helping them realize the implication for their personal lives and society. We discussed our findings in relation to the proposed research model and highlighted the implication for teacher education programs. Finally, the article concludes with limitations and identifies future research agenda.

Information systems are increasingly using artificial intelligence (AI). However, AI can be tricked into misbehaving, showing bias, or committing abuse. The root causes of these errors and uncertainties can be hidden away while parallelizing AI algorithms on high-performance computing (HPC) infrastructure. The project outlined in this paper aims to use artificial intelligence from the ground up to generate teaching materials and curricula for student-teachers. Students embark on a journey of discovery, taking calculated risks in a learning environment. The main purpose of this document is to present the primary research results of the two-year pilot project. A secondary purpose of this paper is to disseminate information about this exciting endeavor to encourage like-minded educators and researchers to participate in this project.

Framed from a socio-cognitive perspective, and the contemporary increased salience of digital learning readiness and competence, the purpose of this study was two-fold: to validate Online Learner Readiness Scale in a new context and to explore potential variances in online readiness within a student-teacher population between less (pre-COVID) and more experienced (during COVID) groups. A CFA was used to examine the suitability of the OLRS in an Irish context, and variances between groups based on gender and professional experience were explored. Two cross-sectional datasets were gathered from student teachers from a university teacher education programme in the Republic of Ireland (n[subscript 1] = 281, n[subscript 2] = 154). The analysis demonstrated significantly lower perceived online readiness in the more experienced "during COVID" cohort compared to "pre-COVID" cohort. This counter-intuitive finding is in direct contrast to prior research, and potential influencing factors include the sudden immersion in an entirely digital learning environment. The more experienced cohort reported significantly lower online readiness across all five components of the OLRS. The findings are discussed in the context of a major shift in the student-teacher learning experience due to COVID-19. Implications for future research are explored in the context of increasingly digitised teaching and learning environments during and after the COVID-19 pandemic.

Aim/Purpose: This research aims to examine the mobile learning (m-learning) intentions of students pursuing design courses at graduate and undergraduate levels in higher education institutions in a developing country like India. This study integrated the Technology Readiness Index (TRI 2.0) and the Unified Theory of Acceptance and Use of Technology (UTAUT) to examine students' intentions. Background: Teaching-learning in design programs at institutions predominantly takes place in design studios. Studios are the place where the constant presence of the educator, along with peers, guides the students in all aspects of creative solutions. This interaction has been hindered during the COVID-19 pandemic. Over the last decade, m-learning has grown in popularity among professionals and students. However, the intentions of students pursuing design courses still need to be evaluated. Methodology: Using a quantitative approach, a survey of 334 graduate and postgraduate students was held in the National Capital Region of Delhi, India. The students were approached based on a convenience sampling strategy. Structural Equation Modeling (SEM) analysis was carried out to test the formulated hypotheses. Contribution: This is one of the first studies that empirically measured m-learning intentions of design students in the Indian context using TRUTAUT scales. The study will motivate educators to identify and integrate online content into the design curriculum. This will also help eliminate students' insecurity related to performance in online learning. Findings: The study found that the technology readiness (TRI) variables (optimism, innovativeness, and discomfort) had no significant relationship with the UTAUT variables. Design students also exhibited some insecurity about performance in their creative field, which is traditionally conducted face-to-face. But all variables of UTAUT had a significant influence, and the model explains 41% of the variance in m-learning intention. Recommendations for Practitioners: Teachers, as content creators in design education, need to suitably add online content to their subject that facilitates m-learning among students. Institutional administrators should provide adequate infrastructural facilities like stable internet connectivity, computer labs, and technical staff who can help the students with technical issues. Recommendation for Researchers: The outcome of this TRUTAUT research among design students can be studied in other developing countries to examine design students' intention to adopt m-learning. Researchers can examine the effectiveness of learning through online platforms in design programs. Future Research: Future studies could improve the model by extending it appropriately and conducting a longitudinal study with interviews and focus group discussions. Also, including teachers' opinions and attitudes toward online learning in design programs is worth exploring.

The aim of this study was to examine the associations between the preferences, readiness, and satisfaction of freshman learners after taking online courses. The study group was comprised of Turkish students (892 females, 396 males) who attended their first-year classes at a public university. Participating students attended courses in different departments, but all took these courses for one year online. Data were analysed using optimal scaling analysis. Nonlinear canonical correlation analysis (OVERALS) was used as the variables examined were of different scale levels. According to our findings, learners who preferred face-to-face format were individuals with low levels of learner control, motivation, and satisfaction, and individuals who preferred the online format had high satisfaction levels. Individuals who preferred to take courses in a blended format had low or medium levels of self-directed learning, no previous online course experience, and a medium level of control.

Background: The COVID-19 pandemic has spread quickly, e-learning became compulsory and disseminated throughout the world. During the pandemic, smartphones are frequently used to access e-learning content, but connecting to technological tools increased the risk of cyberloafing during e-courses. Currently, there are a limited number of studies on how e-learning will evolve under compulsory conditions. Objectives: This study aimed to investigate the relationship between emotion regulation, e-learning readiness, technology usage status (TUS), in-class smartphone cyberloafing, and smartphone addiction (SA) of the students during the pandemic. Methods: In total 1294 students participated in this study. A research model was tested by structural equation modelling. Results and Conclusion: The findings of this study indicated that there is a relationship between TUS and SA. Emotion regulation was related to SA. E-learning readiness levels can help to explain cyberloafing. This study presents a conceptual model of the variables that affect cyberloafing in the context of the e-learning environment.

Together with the developments in online learning field, Massive Open Online Courses (MOOCs) have attracted significant attention both in developed and developing countries in recent years. Although online learning readiness (OLR) of learners has been investigated comprehensively in online learning contexts, and several instruments have been developed to measure OLR, this variable has been undervalued in MOOC contexts, and little is known about OLR in MOOCs. For this reason, the purpose of this mixed methods study is to investigate and conceptualize OLR in MOOCs. Particularly, this study aims to examine readiness for online learning in a MOOC context, to investigate the effect of OLR on MOOC completion, and to identify factors contributing to learners' OLR for conceptualizing OLR in MOOCs. The number of participants is 8974 for the quantitative stage and 141 for the qualitative stage. The data were collected using the OLR Scale, system logs, and open-ended question. The quantitative data were analyzed using descriptive and inferential statistics, and the qualitative data were analyzed using content analysis. The results showed that BilgeIs MOOC learners have high levels of OLR, and MOOC completion was significantly associated with only the self-directed learning dimension of OLR. In addition, the qualitative results revealed whether learners felt ready for online learning. The main reason why they were ready for online learning was learners' previous online or distance learning experience, and the main reason why they were not ready for online learning was having a bias against online learning. The qualitative results also revealed ten indicators which can be used for conceptualizing OLR in MOOCs. The results of this study can be very relevant for the field, and the arguments made might be important for enhancing the effectiveness and success of MOOCs. Particularly, the results obtained from this research are expected to provide important information and recommendations to MOOC practitioners and researchers who would like to study OLR in MOOCs or to develop new perspectives regarding OLR in MOOCs. Also, the results provide essential input for practitioners and researchers studying OLR and could open the way for future studies regarding OLR in MOOCs to support MOOC learners in their online learning journey.

Self-directed learning is a process by which students take the lead, with or without the help of others, in determining their learning needs and managing their learning strategies and outcomes. Relatedly, self-directed learning readiness (SDLR) looks at the attitudes, abilities, and personality characteristics necessary for self-directed learning. In study one, we shortened, and slightly modified, the SDLR scale (Fisher et al., 2001) to make it more applicable for broader use among undergraduate university students and to examine its factor structure and reliability. In a sample of 194 students, the three-factor structure of this scale (self-management, desire to learn, and self-control) was confirmed with acceptable reliability. In study two, we examined whether the modified SDLR subscales predicted a preference for a teacher-directed or student-directed class format in a sample of 256 undergraduate students. We conducted a series of four multiple linear regressions to examine whether the three dimensions of SDLR were predictive of four classroom preference styles (knowledge construction, teacher direction, cooperative learning, and passive learning). While three of these analyses were statistically significant with small to medium-effect sizes, the results minimally supported our hypotheses. We discuss whether these results indicate a lack of relationship between SDLR and teaching style or whether these results may be characteristic of the sample.