Purpose

Universities have shifted from face-to-face learning environments to e-learning in response to the COVID-19 pandemic. However, the sudden change to online teaching has raised concerns among lecturers about students' readiness for e-learning. This study investigates students' readiness for e-learning during the COVID-19 pandemic and specifically assesses any significant differences between students' gender, age, ethnicity, level of education, field of study and their readiness for an e-learning environment.

Design/methodology/approach

The study employed a non-experimental quantitative research design. Data were gathered from a sample of 298 undergraduate and 101 postgraduate students. WINSTEPS Rasch model measurement software was used to determine the reliability and validity of the research instrument. Descriptive, inferential statistics and differential item functioning (DIF) test were used to assess students' readiness for an e-learning mode of instruction with the latter specifically analysing students' demographic factors and their readiness for an e-learning environment.

Findings

Findings identified that most students are ready for an e-learning mode of instruction. Further analysis indicated that there were differences in students' readiness for e-learning based on their demographic profiles.

Research limitations/implications

This study provides insights on students' readiness towards e-learning, discusses implications for e-learning practices in higher education institutions during the COVID-19 pandemic and offers recommendations for future research.

Originality/value

This study provides evidences of students' readiness for e-learning in respect to their gender, age, ethnicity, level of education and field of study. This information could help lecturers to reflect on their own teaching practices, adjust their teaching approaches and subsequently, develop appropriate e-learning methods that best suit the student diversity in their classrooms.

中文翻译：

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东南亚大学 COVID-19 大流行期间学生对电子学习的准备情况：Rasch 分析

目的

为应对 COVID-19 大流行，大学已从面对面的学习环境转变为在线学习。然而，在线教学的突然变化引起了讲师对学生在线学习准备情况的担忧。本研究调查了 COVID-19 大流行期间学生对电子学习的准备情况，并具体评估了学生的性别、年龄、种族、教育水平、学习领域及其对电子学习环境的准备情况之间的任何显着差异。

设计/方法/方法

该研究采用非实验性定量研究设计。数据来自 298 名本科生和 101 名研究生的样本。WINSTEPS Rasch 模型测量软件用于确定研究工具的信度和效度。描述性、推论统计和差异项目功能 (DIF) 测试用于评估学生对电子学习教学模式的准备情况，后者专门分析学生的人口统计因素和他们对电子学习环境的准备情况。

发现

调查结果表明，大多数学生已经准备好接受电子学习教学模式。进一步的分析表明，根据学生的人口统计资料，学生对电子学习的准备程度存在差异。

研究限制/影响

本研究提供了有关学生对电子学习的准备情况的见解，讨论了 COVID-19 大流行期间高等教育机构电子学习实践的影响，并为未来的研究提供了建议。

原创性/价值

这项研究提供了学生在性别、年龄、种族、教育水平和学习领域方面为电子学习做好准备的证据。这些信息可以帮助讲师反思他们自己的教学实践，调整他们的教学方法，然后开发最适合课堂学生多样性的适当电子学习方法。