Abstract:
The present study examines the role of demographic factors, personal factors and instructional factors in predicting online learning readiness among university students.
The sample consisted of 380 university students both males and females, with an age range 18 to 35 years, recruited through convenient sampling. Respondents were provided with a questionnaire comprising of an informed consent, demographic sheet, and self-report measures to assess personal factors (Online Self-Regulated Learning and Engagement in online learning) and instructional factors (Online Instructor’s Role and Behavior). Multiple regression analyses revealed that personal factors significantly influence the online learning readiness of students followed by instructional factors.
