Learning preferences and readiness for online learning

Abstract

Using a sample of 314 Australian university students the Readiness for Online Learning questionnaire was tested for its technical characteristics of reliability and factorability, with results indicating the instrument has promise both for research and for practice. The factor analysis identified a factor associated with self‐management of learning, and one of comfort with e‐learning. These factors are interpreted and discussed within a framework of the broader literature on learning preferences associated with flexible delivery and resource‐based learning.

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