As they transition from a face-to-face to an online learning environment, online students are likely to feel anxious about their ability to succeed in what could be an unfamiliar learning environment. To ease this transition, online learning orientations are intended to defuse students' feelings of anxiety by clarifying course expectations and requirements while boosting their self-confidence and preparedness. This study examined how various factors associated with the online learning experience – students' demographics, prior online learning experience, satisfaction, and sense of preparedness for the course after completing an online learning orientation – influence online students' feelings of anxiety. Using a binary logistic regression, our findings confirmed that demographics (i.e., female, full-time, first-year online student), prior online learning experience, and sense of preparedness predicted online students' feelings of anxiety. Student age and student satisfaction were less conclusive. Overall, our study reiterates the need to address factors associated with online students' feelings of anxiety, in order to boost their confidence, motivation, and preparedness to succeed in online courses.

当他们从面对面过渡到在线学习环境时，在线学生可能会对在陌生的学习环境中获得成功的能力感到焦虑。为了简化这种过渡，在线学习方向旨在通过阐明课程期望和要求，同时增强他们的自信心和准备能力，减轻学生的焦虑感。这项研究调查了与在线学习经历相关的各种因素（学生的人口统计学特征，先前的在线学习经历，满意度以及完成在线学习定向后对课程的准备感）如何影响在线学生的焦虑感。使用二元logistic回归，我们的研究结果证实了人口统计资料（即女性，全日制第一年在线学生），以前的在线学习经验和准备意识可以预测在线学生的焦虑感。学生年龄和学生满意度的结论较差。总体而言，我们的研究重申需要解决与在线学生的焦虑感相关的因素，以增强他们的信心，动力和为在线课程成功做准备的准备。