Students' readiness for e-learning during the COVID-19 pandemic in a South-East Asian university: a Rasch analysis
IF 2.3
Q1 EDUCATION & EDUCATIONAL RESEARCH
D. Adams, K. Chuah, B. Sumintono, A. Mohamed
求助PDF
{"title":"Students' readiness for e-learning during the COVID-19 pandemic in a South-East Asian university: a Rasch analysis","authors":"D. Adams, K. Chuah, B. Sumintono, A. Mohamed","doi":"10.1108/AEDS-05-2020-0100","DOIUrl":null,"url":null,"abstract":"Purpose: Universities have shifted from face-to-face learning environments to e-learning in response to the COVID-19 pandemic. However, the sudden change to online teaching has raised concerns among lecturers about students' readiness for e-learning. This study investigates students' readiness for e-learning during the COVID-19 pandemic and specifically assesses any significant differences between students' gender, age, ethnicity, level of education, field of study and their readiness for an e-learning environment. Design/methodology/approach: The study employed a non-experimental quantitative research design. Data were gathered from a sample of 298 undergraduate and 101 postgraduate students. WINSTEPS Rasch model measurement software was used to determine the reliability and validity of the research instrument. Descriptive, inferential statistics and differential item functioning (DIF) test were used to assess students' readiness for an e-learning mode of instruction with the latter specifically analysing students' demographic factors and their readiness for an e-learning environment. Findings: Findings identified that most students are ready for an e-learning mode of instruction. Further analysis indicated that there were differences in students' readiness for e-learning based on their demographic profiles. Research limitations/implications: This study provides insights on students' readiness towards e-learning, discusses implications for e-learning practices in higher education institutions during the COVID-19 pandemic and offers recommendations for future research. Originality/value: This study provides evidences of students' readiness for e-learning in respect to their gender, age, ethnicity, level of education and field of study. This information could help lecturers to reflect on their own teaching practices, adjust their teaching approaches and subsequently, develop appropriate e-learning methods that best suit the student diversity in their classrooms. © 2021, Emerald Publishing Limited.","PeriodicalId":44145,"journal":{"name":"Asian Education and Development Studies","volume":" ","pages":""},"PeriodicalIF":2.3000,"publicationDate":"2021-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"31","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Asian Education and Development Studies","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1108/AEDS-05-2020-0100","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 31
引用
批量引用
Abstract
Purpose: Universities have shifted from face-to-face learning environments to e-learning in response to the COVID-19 pandemic. However, the sudden change to online teaching has raised concerns among lecturers about students' readiness for e-learning. This study investigates students' readiness for e-learning during the COVID-19 pandemic and specifically assesses any significant differences between students' gender, age, ethnicity, level of education, field of study and their readiness for an e-learning environment. Design/methodology/approach: The study employed a non-experimental quantitative research design. Data were gathered from a sample of 298 undergraduate and 101 postgraduate students. WINSTEPS Rasch model measurement software was used to determine the reliability and validity of the research instrument. Descriptive, inferential statistics and differential item functioning (DIF) test were used to assess students' readiness for an e-learning mode of instruction with the latter specifically analysing students' demographic factors and their readiness for an e-learning environment. Findings: Findings identified that most students are ready for an e-learning mode of instruction. Further analysis indicated that there were differences in students' readiness for e-learning based on their demographic profiles. Research limitations/implications: This study provides insights on students' readiness towards e-learning, discusses implications for e-learning practices in higher education institutions during the COVID-19 pandemic and offers recommendations for future research. Originality/value: This study provides evidences of students' readiness for e-learning in respect to their gender, age, ethnicity, level of education and field of study. This information could help lecturers to reflect on their own teaching practices, adjust their teaching approaches and subsequently, develop appropriate e-learning methods that best suit the student diversity in their classrooms. © 2021, Emerald Publishing Limited.
新冠肺炎大流行期间东南亚大学学生对电子学习的准备情况:Rasch分析
目的:为应对COVID-19大流行,大学已从面对面的学习环境转向电子学习。然而,在线教学的突然转变引起了教师们对学生是否准备好接受电子学习的担忧。本研究调查了COVID-19大流行期间学生对电子学习的准备情况,并具体评估了学生性别、年龄、种族、教育水平、学习领域以及他们对电子学习环境的准备情况之间的任何显著差异。设计/方法/方法:本研究采用非实验定量研究设计。数据收集自298名本科生和101名研究生。采用WINSTEPS拉希模型测量软件对研究仪器进行信度和效度的确定。使用描述性、推断性统计和差异项目功能(DIF)测试来评估学生对电子学习教学模式的准备情况,后者专门分析学生的人口统计因素及其对电子学习环境的准备情况。调查结果:调查结果表明,大多数学生已准备好接受电子学习教学模式。进一步的分析表明,根据学生的人口统计资料,他们对电子学习的准备程度存在差异。研究局限性/影响:本研究提供了关于学生对电子学习的准备情况的见解,讨论了COVID-19大流行期间高等教育机构电子学习实践的影响,并为未来的研究提供了建议。原创性/价值:本研究提供了学生在性别、年龄、种族、教育水平和学习领域方面对电子学习的准备情况的证据。这些信息可以帮助教师反思自己的教学实践,调整教学方法,从而开发出最适合课堂学生多样性的合适的电子学习方法。©2021,翡翠出版有限公司
本文章由计算机程序翻译,如有差异,请以英文原文为准。
来源期刊
期刊介绍:
Asian Education and Development Studies (AEDS) is a new journal showcasing the latest research on education, development and governance issues in Asian contexts. AEDS fosters cross-boundary research with the aim of enhancing our socio-scientific understanding of Asia. AEDS invites original empirical research, review papers and comparative analyses as well as reports and research notes around education, political science, sociology and development studies. Articles with strong comparative perspectives and regional insights will be especially welcome. In-depth examinations of the role of education in the promotion of social, economic, cultural and political development in Asia are also encouraged. AEDS is the official journal of the Hong Kong Educational Research Association. Key topics for submissions: Educational development in Asia, Globalization and regional responses from Asia, Social development and social policy in Asia, Urbanization and social change in Asia, Politics and changing governance in Asia, Critical development issues and policy implications in Asia, Demographic change and changing social structure in Asia. Key subject areas for research submissions: Education, Political Science, Sociology , Development Studies .