UNDERGRADUATES' READINESS AND SELF-EFFICACY FOR ONLINE LEARNING
Main Article Content
Today, the teaching-learning process has shifted from the traditional physical classroom to the new norm of virtual learning. Nevertheless, students’ low level of readiness and self-efficacy for online learning may jeopardize any effort to optimize online learning. This study aims to examine the undergraduates’ readiness and determine their self-efficacy for online learning. An online questionnaire is used as the research instrument, consisting of items adopted from Vicki Williams’ Online Readiness Assessment, and the Online Learning Self-Efficacy Scale (OLSES) developed by Zimmerman and Kulikowich. The quantitative method is employed and responses from 150 undergraduate students from the University of Technology Sarawak (UTS), Malaysia have been obtained through random sampling. The data collected is analyzed using Statistical Package Social Science (SPSS 25) software. This study reveals that (1) the undergraduates are ready for online learning in terms of goal setting, computer literacy, learning styles, preferences and requirements; and (2) students indicate moderate to high self-efficacy for learning in the online environment, technology use and time management. These findings have valuable implications on e-learning as the students’ preferred mode of learning. Further studies can be done to identify the relationship between students’ readiness and self-efficacy with academic performance to evaluate the effectiveness of online learning.