Learner readiness for online learning: Scale development and student perceptions

Min Ling Hung, Chien Chou*, Chao-Hsiu Chen, Zang Yuan Own

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

229 Scopus citations


The purpose of this study was to develop and validate a multidimensional instrument for college students' readiness for online learning. Through a confirmatory factor analysis, the Online Learning Readiness Scale (OLRS) was validated in five dimensions: self-directed learning, motivation for learning, computer/Internet self-efficacy, learner control, and online communication self-efficacy. Research data gathered from 1051 college students in five online courses in Taiwan revealed that students' levels of readiness were high in computer/Internet self-efficacy, motivation for learning, and online communication self-efficacy and were low in learner control and self-directed learning. This study found that gender made no statistical differences in the five OLRS dimensions, but that higher grade (junior and senior) students exhibited significantly greater readiness in the dimensions of self-directed learning, online communication self-efficacy, motivation for learning, and learner control than did lower grade (freshman and sophomore) students.

Original languageEnglish
Pages (from-to)1080-1090
Number of pages11
JournalComputers and Education
Issue number3
StatePublished - Nov 2010


  • Distance education and telelearning
  • Gender studies
  • Teaching/learning strategies

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