Publication:
Predictors of Online Learning Readiness and Their Consequences on Learning Engagement and Perceived Teaching Quality during Covid19

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dc.contributor.authorMikail Ibrahimen_US
dc.contributor.authorSaleh Hamood Nasser AL-Sinawien_US
dc.contributor.authorSuo Yan juen_US
dc.contributor.authorMohammed Borhandden Musahen_US
dc.date.accessioned2024-05-28T05:49:51Z
dc.date.available2024-05-28T05:49:51Z
dc.date.issued2022
dc.description.abstractThis empirical study attempts to investigate the causal relationships between the predictors of online learning readiness and its effects on learning engagement and perceived teaching quality. In other words, the study aims to explore the direct relationship between goal orientation and perceived teaching quality, on the one hand, and the students’ learning engagement and perceived teaching quality and their indirect relationships via online learning readiness. A total of 703 students from Malaysian and Omani higher institutions voluntarily participated in this study following the quota sampling technique. Structural Equation Modeling (SEM) was used to analyze the data gathered. The results of the analysis suggested that the goal orientation and perceived self-efficacy were statistically and directly related to learning engagement and perceived teaching quality and indirectly via online learning readiness. Furthermore, the analysis showed that goal orientation has a direct positive and significant relationship with learning engagement and perceived teaching quality and positive indirect relationships with them via online learning readiness. However, while perceived self-efficacy had a direct positive correlation with learning engagement, it had a negative and direct relation with perceived teaching quality but a positive indirect relationship via online learning readiness. Hence, due to the ongoing covid19 global pandemic, this study implicates that highlighting the roles of goal and efficacy in an online context is essential because they would affect students’ learning engagement and their evaluation of teaching quality.en_US
dc.identifier.doi10.5430/wjel.v12n7p206
dc.identifier.epage221
dc.identifier.issn1925-0711 (Online)
dc.identifier.issn1925-0703 (Print)
dc.identifier.issue7
dc.identifier.spage206
dc.identifier.urihttps://www.sciedupress.com/journal/index.php/wjel/article/view/22825
dc.identifier.urihttps://oarep.usim.edu.my/handle/123456789/6622
dc.identifier.volume12
dc.language.isoenen_US
dc.publisherSciedu Pressen_US
dc.relation.ispartofWorld Journal of English Languageen_US
dc.subjectGoal Orientationen_US
dc.subjectPerceived self-efficacyen_US
dc.subjectOnline readinessen_US
dc.subjectEngagementen_US
dc.subjectTeaching qualityen_US
dc.titlePredictors of Online Learning Readiness and Their Consequences on Learning Engagement and Perceived Teaching Quality during Covid19en_US
dc.typeArticleen_US
dspace.entity.typePublication

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