Navigating the Digital Divide: The Impact of Online Learning Readiness on Self-Regulated Learning and Educational Equity

• In Event: Technology-Enhanced Self-Regulated/Self-Directed Learning

Abstract

This study scrutinizes the effect of Online Learning Readiness (OLR) on students’ Online Self-Regulated Learning (OSRL) in their first-time online learning experiences. Data was collected from 262 college students in China during 2021 Spring. K-mean cluster analysis was conducted to identify groups of participants with distinct patterns of OLR, followed by one-way MANOVA to determine the difference in online OSRL between the different groups. The findings reveal that FOL students with greater levels of OLR possessed higher levels of OSRL, including goal setting, environmental structuring, task strategies, time management, help-seeking, and self-evaluation. The findings spotlight the importance of OLR in bolstering OSRL and have implications for aiding students’ OSRL throughout the transition from the COVID-19 pandemic to the post-pandemic period.

Authors

• Yan Dai, Tuskegee University

• Xi Lin, East Carolina University

• Lingfei Luan, University of Minnesota