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dc.contributor.advisorHerron, Jason P.
dc.contributor.authorLamei, Lena
dc.date.accessioned2022-06-20T14:00:28Z
dc.date.available2022-06-20T14:00:28Z
dc.date.issued2022-05
dc.identifier.otherd22004s
dc.identifier.urihttps://soar.wichita.edu/handle/10057/23436
dc.descriptionThesis (Ed.D.)-- Wichita State University, College of Education, Dept. of Intervention Services and Leadership in Education
dc.description.abstractThis research explored and assessed college students’ online learning readiness (OLR). The overall mean scores for all five dimensions of OLR, the highest and lowest level of students’ OLR, academic self-efficacy (ASE), and academic performance (AP). An online survey, including demographics questionnaire, participants’ perception of online learning, and two assessments of the online learning readiness and academic self-efficacy, was utilized, and administrated to both graduate and undergraduate students in a public university, with a useable sample size of 326 participants. conducted jointly. This study explored to what extent students’ academic performance (AP) and academic self- efficacy (ASE) are significant predictors of online learning readiness (OLR). Assessments and results indicated students’ average levels of OLR, AP, and ASE in different colleges, races, genders, ages, levels (graduate and undergraduate), types of programs (fully online and regular admission), and student groups (international, first-generation, students with and without disability or learning difficulty, students with and without prior online learning experience). At the end, based on participants’ perception, this research answered (a) who (students, instructors, school higher administration) was considered as the most influential factor in students’ online learning experience, (b) what were students’ major challenges, and (c) what skills or best practices could help college students benefit a more successful online learning experience. Students ranked blended learning mode (with up to 75% -100% online learning) as the most preferred mode, and in-person, traditional learning was the least preferred mode.
dc.format.extentxii, 116 pages
dc.language.isoen_US
dc.publisherWichita State University
dc.rights© Copyright 2022 by Lena Lamei All Rights Reserved
dc.subject.lcshElectronic dissertation
dc.titleBecoming an online learner: Readiness of college students in embracing online learning
dc.typeDissertation


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