Abstract

In this study we address the critical issue of student e-readiness for online learning, particularly in developing countries where the challenges and disparities in access to technology and digital literacy are pronounced. Despite the increasing adoption of online education, the readiness of students to effectively engage in e-learning remains inadequately considered by higher education institutions. This lack of e-readiness can lead to various challenges, including technical difficulties, time management issues, communication and collaboration deficits, lack of motivation, and limited resource access. This study explores five key factors - financial, motivation, self-directed learning, self-competence, and perceived usefulness - that collectively contribute to students' e-readiness in developing countries. Utilizing confirmatory factor analysis (CFA) and correlation analysis, this research aims to provide a comprehensive understanding of the multifaceted nature of e-readiness among students in a developing country context. The results of this study have the potential to inform the design and implementation of effective e-learning strategies and interventions to enhance student readiness and improve their overall online learning experience. The findings reveal unique patterns of correlations among the five factors in developing countries, notably with financial resources and motivation. This departure from established models highlighted the importance of considering contextual factors when assessing e-readiness. Additionally, the hypothesized model proved to have convergent and discriminant validity for all five factors. Recommendations for future research include refining the model, expanding the items for certain factors, and potentially studying financial resources and motivation separately to gain a deeper understanding of their impact on e-readiness in developing countries. In summary, this dissertation contributes valuable insights into the complex landscape of student e-readiness in developing countries while offering a foundation for further research and practical implications that can positively impact the quality and effectiveness of e-learning initiatives in these regions.

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