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The Influence of Learner Readiness on Student Satisfaction and Academic Achievement in an Online Program at Higher Education
ARTICLE

Turkish Online Journal of Educational Technology Volume 14, Number 1, ISSN 1303-6521

Abstract

The purpose of this study was to measure the self-perceptions of distance education learners in terms of learner readiness and to determine the predictors of satisfaction and success in distance education. Learner readiness consists of five sub-dimensions: (1) computer/internet self-efficacy, (2) self-directed learning, (3) learner control, (4) motivation for learning, and (5) online communication self-efficacy. The subjects of the study are 84 English Language and Literature Distance Education Program students. In order to collect data, Online Learning Readiness Scale (OLRS), developed and validated by Hung, et al. (2010), was used. For the current study the Cronbach Alpha was found 0.88. The correlation analysis revealed that all the sub-dimensions of learner readiness correlate significantly with the concept of student satisfaction and student success. In addition, regression analysis was carried out in order to see the impact of each of the sub-dimensions of learner readiness on satisfaction. As a result of the regression analysis, it was found out that "motivation" is the most important dimension that influences student satisfaction in online learning. As a next step, another regression analysis was carried out in order to determine the impact of the sub-dimensions of learner readiness on student success. The results indicate that "self-directed learning" is the most important predictor of success. The next two most important predictors of success in distance education were found to be "learner control" and "motivation."

Citation

Kirmizi, Ö. (2015). The Influence of Learner Readiness on Student Satisfaction and Academic Achievement in an Online Program at Higher Education. Turkish Online Journal of Educational Technology, 14(1), 133-142. Retrieved June 1, 2020 from .

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