This study was designed to determine the perceived online learning readiness (OLR) of LIS (Library and Information Sciences) / IM (Information Management) students in Pakistan during COVID-19 pandemic. A quantitative approach based on survey method was used to collect data from 340 LIS students from nine public sector universities of Pakistan through an online questionnaire. The collected data was analyzed using the SPSS and AMOS. The findings revealed that LIS students were not fully personalized and successful in decisions about their online educational activities during COVID-19 pandemic. However, they were motivated to learn through online learning and felt confident in performing basic functions of computers and internet. A significant difference of opinion was observed on ‘computer/internet self-efficacy’ and ‘online communication self-efficacy’ based on respondents' gender. Similarly, students from different levels of degree programs reported significantly different computer, internet, and online communication self-efficacy and learning motivation. Moreover, the age and grades of respondents were noted to be strong predictors of their OLR. These findings would be helpful for library schools, universities, and faculty members in Pakistan to improve the quality of online education and implement clear policies and guidelines. This study provides some theoretical and practical implications based on the findings.

本研究旨在确定 COVID-19 大流行期间巴基斯坦 LIS（图书馆和信息科学）/ IM（信息管理）学生的感知在线学习准备情况 (OLR)。采用基于调查方法的定量方法，通过在线问卷收集来自巴基斯坦 9 所公立大学的 340 名 LIS 学生的数据。使用 SPSS 和 AMOS 分析收集的数据。调查结果显示，在 COVID-19 大流行期间，LIS 学生在决定在线教育活动时没有完全个性化和成功。然而，他们有动力通过在线学习学习，并对执行计算机和互联网的基本功能充满信心。根据受访者的性别，观察到对“计算机/互联网自我效能”和“在线交流自我效能”的看法存在显着差异。同样，来自不同级别学位课程的学生报告了显着不同的计算机、互联网和在线交流自我效能感和学习动机。此外，受访者的年龄和年级被认为是他们 OLR 的有力预测因素。这些发现将有助于巴基斯坦的图书馆学校、大学和教职员工提高在线教育的质量并实施明确的政策和指南。本研究基于调查结果提供了一些理论和实践启示。和在线交流的自我效能和学习动机。此外，受访者的年龄和年级被认为是他们 OLR 的有力预测因素。这些发现将有助于巴基斯坦的图书馆学校、大学和教职员工提高在线教育的质量并实施明确的政策和指南。本研究基于调查结果提供了一些理论和实践启示。和在线交流的自我效能和学习动机。此外，受访者的年龄和年级被认为是他们 OLR 的有力预测因素。这些发现将有助于巴基斯坦的图书馆学校、大学和教职员工提高在线教育的质量并实施明确的政策和指南。本研究基于调查结果提供了一些理论和实践启示。