Students e-Learning Access in Select Higher Learning Institutions of Less-Economically Developed South East Asian Nations: Implications for Economics of Education

Because of the growing pandemic of Corona Virus Disease-2019, Higher Education Institutions (HEIs) must utilize electronic learning (e-learning). Today's work economy, which is forever in flux because of the creation of new jobs and the continual disappearance of old ones, necessitates an on-the-job shift. Despite HEIs in less-wealthy nations like some countries of Asia being developed countries, in essence, it is much more difficult for students and teachers at these higher learning institutions to deal with the transition to e-learning due to their tight financial restrictions. This study sought to determine whether learners at the start of the COVID-19 Era were ready for e-learning and a connection between demographic variables and readiness for e-learning. A quantitative survey obtained information from 1200 students from elite higher educational institutions in South East Asia. A majority of respondents' scores lacked on the Online Learner Readiness Self-Assessment (OLRS). Inadequate OLRS findings among younger, female, and rural respondents. Factors affecting the success of students on the OLRS were age, sex, family socioeconomic status, and where they lived in the neighborhood. The inferences drawn from the study's findings would serve as an excellent benchmark to improve the delivery of e-learning processes.

In-Service Teachers' Perceptions of K-12 Online Learning Curriculum in a Graduate Course

While the number of K-12 students learning online continues to increase, the focus on online teaching is still absent in most teacher education programs. In this article, the authors examine the data from the fourth cycle of an action research project designed to examine K-12 online learning curricular materials at one Midwestern university. The learner-generated course data generated four themes: the benefits and challenges of K-12 online learning, success factors need for K-12 online learning, growing acceptance of K-12 online learning, and student self-efficacy for teaching online. Recommendations to improve the course based on the data and these themes included updating the Michigan-focused course readings, adding case studies related to overcoming student anxiety and issues often found in urban settings, and the creation/inclusion of some tool or instrument to measure learner readiness to teach online.

English learners’ readiness for online flipped learning: Interrelationships with motivation and engagement, attitude, and support

As one variant of the conventional flipped model, online flipped learning is increasingly implemented and it becomes important to explore how learners may be ready for it and how learner readiness may relate to motivation, attitude, and support. Informed by a multidimensional conceptualization of learner readiness and motivation and engagement, this study investigates the current situation of learner readiness, focusing on the moderating roles of learner attitude and environmental support in moderating the interrelationships between learner readiness and motivation and engagement in online flipped learning. Based on survey responses from 6,364 English learners across 11 Chinese universities, the results reveal that the students exhibited a generally high level of readiness for online flipped learning, though with significant demographic differences. The results also indicate that learner attitudes and environmental support moderated the impact of learner readiness upon learner motivation and engagement in online flipped learning. The findings call for attention to examine closely what dimensions of learner readiness could shape what aspects of motivation and engagement rather than simply assuming a linear causal relationship between readiness and motivation and engagement. A potential polarizing effect in online flipped learning is also highlighted, with implications discussed.

Stres akademik sebagai mediator antara kesiapan belajar dan kepuasan mahasiswa terhadap proses belajar daring

The learning and teaching process has been transformed into an online learning system due to COVID-19, which affected lecturer and university students. This research investigates students online learning satisfaction amid COVID-19 by focusing on online learning readiness and academic stress toward online learning satisfaction. Approximately 276 bachelor’s students (Mage = 20.36, SD = 2.47) hired using the accidental sampling technique participated in this study from public and private universities. The data was collected using Learner Readiness for Online Learning (? = .89), Student Satisfaction with Online Learning (? = .90), and Stressor Scale for College Student (? = .85) that has been modified into an online setting and translated into Bahasa. The results showed that academic stress partially mediated the relationship between online learning readiness and online learning satisfaction in bachelor students. It is shown that academic stress significantly affected online learning satisfaction, besides online learning readiness. Further theoretical and practical implications of this research are discussed.Keywords: academic stress; online learning readiness, online learning satisfaction, university students. AbstrakKondisi pandemik COVID-19 memaksa sistem pendidikan untuk beralih dari proses belajar tatap muka menjadi belajar daring (online), yang berdampak pada pengajar maupun siswa dari jenjang pendidikan dasar hingga perguruan tinggi. Penelitian ini bertujuan untuk mengetahui bagaimana kepuasan mahasiswa terhadap proses belajar daring, dengan melihat peranan kesiapan belajar daring dan stres yang dirasakan akibat dari proses belajar tersebut. Penelitian ini melibatkan 276 mahasiswa S1 (Musia = 20.36, SD = 2.47) dari berbagai perguruan tinggi negeri dan swasta yang direkrut dengan metode accidental sampling. Data diperoleh dengan menggunakan alat ukur Learner Readiness for Online Learning (? = .89), Student Satisfaction with Online Learning (? = .90), dan Stressor Scale for College Student(? = .85) yang dimodifikasi agar sesuai dengan konteks belajar daring dan diadaptasi ke dalam Bahasa Indonesia. Hasil penelitian menunjukkan bahwa stres akademik secara parsial berperan menjadi mediator dalam hubungan antara kesiapan dan kepuasan belajar daring. Hal ini menjukkan selain kesiapan belajar daring, stres akademik merupakan variabel penting yang dapat mempengaruhi kepuasan belajar daring. Implikasi teoritis dan praktis dari penelitian ini, dibahas lebih lanjut dalam diskusi hasil penelitian.Kata kunci: kepuasan belajar daring; kesiapan belajar daring; mahasiswa, stress akademik.

Mapping students' interest in a new domain: Connecting prior knowledge, interest, and self-efficacy with interesting tasks and a lasting desire to reengage.

How students experience educational environments and the interconnections between their readiness, task experiences and their long-term desire to reengage with course content are critical questions for educators. Research postgraduate students (n=310) at a research- intensive university in Hong Kong, engaging in a 24-hour introductory teaching course, participated in this study. Learner readiness for the course was assessed as prior Domain interest, self-efficacy, and knowledge. Subsequently, students completed four formative assessments, reported their on-task interest in seven strategically chosen tasks and end-of- course Course and Domain interest. Longitudinal-SEM tested interconnections between readiness components, Task, Course and Domain interest. Initial self-efficacy beliefs for teaching predicted early Task interest, while Domain interest was a predictor of Task interest in explicitly practical task experiences. Strong interconnections between Task interest across the study were evident. Individual written and social (discussion) tasks presented strong contributions to future Course/Domain interest. Implications for theory and practice are discussed.

Exploring readiness of learners to transfer training: an interactionist approach

Purpose Purpose of this study is to investigate the role of learner readiness in enhancing transfer of training by empirically testing a moderated mediation mechanism in which learner readiness influences transfer through motivation to transfer, and this indirect impact is moderated by supervisor support. Design/methodology/approach The perception of trainees about the constructs considered has been captured through a survey of 250 employees of a unit of a manufacturing organization in India. For hypotheses testing, PROCESS macro developed by Hayes (2013) has been used. Findings Results have confirmed the significant role played by learner readiness in predicting transfer. This apart, supervisor support has been proved to moderate the indirect impact of learner readiness on transfer. Practical implications Trainees need to have pre-requisite knowledge to learn the content of a training programme, which would enable them to grasp such content and transfer the same subsequently to work. It is also essential that trainees are willing to attend any training voluntarily. Specific interventions may be designed for supervisors to bolster their catalytic role in training transfer. Originality/value An interactionist approach has been adopted by focussing on learner readiness as a less-studied trainee characteristic and supervisor support as a situational factor of transfer. This is construed as a significant contribution of this study to training literature. The potential overlap between learner readiness and motivation to transfer as trainee characteristics is seen to be neutralized by the presence of supervisor support as a moderator. Findings help in understanding how a trainee’s readiness and motivation, together with supervisor’s positive attitude, can enhance transfer.

Resiliensi akademik dan kepuasan belajar daring di masa pandemi COVID-19: Peran mediasi kesiapan belajar daring

The COVID-19 pandemic accelerates the disruption in the education world to shift from face-to-face learning to online learning. Several challenges in implementing online learning potentially make online learning not run well, and later it will be affected by student’s satisfaction. This study aims to examine the effect of academic resilience on student satisfaction in online learning with the mediating role of online learning readiness. About 379 university students (aged 18-32 years (M = 20.55, SD = 1.87) whose hired by using the incidental sampling technique, participated in this study. The data were collected with three instruments: the academic resilience scale (ARS-30), Learner Readiness for Online Learning, and Student Satisfaction with Online Learning. The result showed that online learning readiness fully mediates the relationships between academic resilience and online learning satisfaction. Higher academic resilience increasing online learning readiness, then enhancing student’s online learning satisfaction. This study provides a valuable result for further research and intervention design related to academic resilience, learning readiness, and online learning satisfaction. Keywords: Academic resilience; College students; Online learning readiness; Online learning satisfaction AbstrakPandemi COVID-19 mengakselerasi distrupsi pada dunia pendidikan untuk beralih dari pembelajaran tatap muka menjadi pembelajaran daring. Sejumlah tantangan dalam mengimplementasikan pembelajaran daring berpotensi membuat pembelajaran daring tidak berjalan ideal dan nantinya berdampak pada kepuasan mahasiswa. Penelitian ini bertujuan untuk melihat pengaruh resiliensi akademik terhadap kepuasan mahasiswa dalam pembelajaran daring dengan peran mediasi kesiapan belajar daring. Penelitian ini melibatkan 379 mahasiswa berusia 18-32 tahun (M=20.55, SD=1.87) yang diperoleh melalui Teknik sampling incidental. Pengambilan data dilakukan dengan menggunakan skala the academic resilience scale (ARS-30), Learner Readiness for Online Learning dan Student Satisfaction with Online Learning. Hasil penelitian menunjukkan bahwa kesiapan belajar daring menjadi mediator dalam hubungan antara resiliensi akademik dan kepuasan belajar daring pada mahasiswa. Resiliensi akademik yang baik membuat individu memiliki kesiapan belajar daring yang lebih baik yang kemudian akan meningkatkan kepuasan dalam belajar daring. Hasil penelitian ini dapat menjadi dasar bagi pengembangan penelitian dan intervensi terkait resiliensi akademik, kesiapan belajar dan kepuasan belajar daring. Kata kunci: Kesiapan belajar daring; Kepuasan belajar daring; Resiliensi akademik; Mahasiswa

The Effectiveness of Kano-QFD Approach to Enhance Competitiveness of Technology-Based SMEs through Transfer Intention Model

Despite the value of QFD (Quality Function Deployment), it has been applied to individual industries, or only to large companies with sufficient QFD-related human resources and sufficient financial resources. Most SMEs, which account for 80% of the world economy, have not been able to benefit from QFD, the tool designed to revamp the growth, due to the lack of financial and human resources to implement QFD and Kano Model. This paper is brought to assess the effectiveness of Kano-QFD approach for technology-based SMEs through the transfer intention model. In order to verify the effectiveness of the above approach, 860 technology-based SMEs in their establishment 3–7 years are researched for the learning transfer intention after the completion of Kano QFD education and training program. The results of this study are that the perceived content validity has the direct effect on learning transfer intention simultaneously with the partial mediating effect through the self-efficacy factor. The learner readiness does not directly influence the learning transfer intention and the self-efficacy completely mediates the learner readiness and the transfer intention. This research contributes to providing critical implications for the educators and training planners in in private sector as well as policy makers of technology-based SMEs in the public sector.

KEMANDIRIAN BELAJAR MENUJU PEMBELAJAR YANG BAHAGIA

The spread of COVID 19 throughout the world, especially in Indonesia has changed the way how people live. Some significant changes including medical, education, economy, and social relations. The use of technology and the internet are necessity for people in adapting to the corona viruses’ impact. Indonesia’s government has issued policy to learn from home, so that the face of education in this country has changed significantly. Learning is no longer done in schools building because learning can be done anywhere, anytime, with unlimited learning resources in internet. However, this flexibility in learning has not been supported by the learner readiness in many level of education, including in higher education. There are complaints from student related to the distance learning system. Psychology programs are needed in order to improve students' soft skills in managing their learning to be a self-regulated learner, so that they can manage the obstacles they face, and be happy in undergoing the distance learning process.