ABSTRACT Online learning practices have gained momentum as a result of the developments in network technologies and an increase in the capacity of current technological devices that are used to deliver learning. While up-to-date studies have examined the online learning readiness of traditional higher education learners, there remains a need to examine it in a large scale open and distance learning university. Therefore, the purpose of this study is to examine online learning readiness through quantitative cross-sectional and explanatory correlational research designs. The study included 6,507 open and distance learners enrolled in a giga university. By employing the valid and reliable Online Learning Readiness Scale (OLRS), multivariate and correlational analysis were used to interpret research findings. The findings revealed that the demographics of Open and Distance Learning (ODL) learners can be used as an indicator of online learning readiness and that there is a need for adaptive, personalized online learning systems. Moreover, there is a statistical significance between the time spent online and online learning readiness. The research further revealed that there is a correlation between online learning readiness and ODL learners’ preferred technological devices.

中文翻译：

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影响远程开放大学在线学习准备程度的变量

摘要随着网络技术的发展以及用于交付学习的当前技术设备的容量的增加，在线学习实践得到了发展。尽管最新的研究已经检查了传统高等教育学习者的在线学习准备情况，但是仍然需要在大型开放式远程学习大学中对其进行研究。因此，本研究的目的是通过定量的横截面和解释性的相关研究设计来检验在线学习准备情况。这项研究包括一所巨型大学招收的6,507名开放和远程学习者。通过使用有效和可靠的在线学习准备量表（OLRS），使用多元和相关分析来解释研究结果。调查结果表明，开放和远程学习（ODL）学习者的人口统计可以用作在线学习准备程度的指标，并且需要自适应的，个性化的在线学习系统。此外，在线花费的时间与在线学习准备时间之间存在统计学意义。研究进一步表明，在线学习准备程度与ODL学习者偏爱的技术设备之间存在关联。