From F2F to Virtual Class: Does Online Learning Readiness Matters to Course Satisfaction and Academic Performance?

Adams, D., Sumintono, B., Mohamed, A., & Noor, M. N. (2018). E-Learning Readiness among Students of Diverse Backgrounds in a Leading Malaysian Higher Education Institution. Malaysian Journal Of Learning And Instruction, 15(2), 227-256.
doi:10.32890/mjli2018.15.2.9
Afzal, H., & Ali, I. (2017). A Study of University Students Motivation and Its Relationship with Their Academic Performance. SSRN Electronic Journal, 80–88.
https://doi.org/10.2139/ssrn.2899435
Alqurashi, E. (2016). Self-Efficacy In Online Learning Environments: A Literature Review. Contemporary Issues in Education Research (CIER), 9(1), 45–52.
https://doi.org/10.19030/cier.v9i1.9549
Bahcekapili, E., & Karaman, S. (2020). A path analysis of five-factor personality traits, self-efficacy, academic locus of control and academic achievement among online students. Knowledge Management & ELearning, 12(2), 191–208.
https://doi.org/10.34105/j.kmel.2020.12.010
Bandura, A. (1997) Self-efficacy: The exercise of control. New York: W. H. Freeman
Baron, R. M., & Kenny, D. A. (1986). The Moderator-Mediator Variable Distinction in Social Psychological Research: Conceptual, Strategic and Statistical Considerations. Journal of Personality and Social Psychology, 51(6), 1173-1182.
Bagozzi, R. P., & Yi, Y. (1988). On the evaluation of structural equation models. Journal of the academy of marketing science, 16(1), 74-94.
Bartlett, J. (2019). Introduction to sample size calculation using G* Power.
Lin, B. C. H. (2001). Web-based teaching and learner control: a research review, Computers & Education,. Journal of the American Chemical Society, 37(3–4), 377–386.
Bolliger, D. U., & Halupa, C. (2012). Student perceptions of satisfaction and anxiety in an online doctoral program. Distance Education, 33(1), 81–98.
https://doi.org/10.1080/01587919.2012.667961
Bond, M., Bedenlier, S., Marin, V. I., & Handel, M. (2021). Emergency remote teaching in higher education: Mapping the first global online semester. International Journal of Educational Technology in Higher Education, 18(1), 1-24.
Bovermann, K., Weidlich, J., & Bastiaens, T. (2018). Online learning readiness and attitudes towards gaming in gamified online learning–a mixed methods case study. International Journal of Educational Technology in Higher Education, 15(1), 1-17.
Brundin, E., Liu, F., & Cyron, T. (2021). Emotion in strategic management: A review and future research agenda. Long Range Planning, 102144.
Bryman, A., & Cramer, D. (2002). Quantitative data analysis with SPSS release 10 for Windows: A guide for social scientists. Routledge.
Budiharso, T., & Tarman, B. (2020). Improving quality education through better working conditions of academic institutes. Journal of Ethnic and Cultural Studies, 7(1), 99-115.
Burns, A., & Darling, N. (2002). Peer pressure is not peer influence. The Education Digest, 68,
4-6
Chan, S. L., Lin, C. C., Chau, P. H., Takemura, N., & Fung, J. T. C. (2021). Evaluating online learning engagement of nursing students. Nurse Education Today, 104985.
Chung, E., Mohamed, N., & Mathew, V. N. (2020). Are you ready? An assessment of online learning readiness among university students. International Journal of Academic Research in Progressive Education and Development, 9(1), 301- 317. https://dx.doi.org/10.6007/IJARPED/v9-i1/7128.ole of Internet self-efficacy. Innovations in Education and Teaching International, 40(1), 43–50.
Chung, E., Subramaniam, G., & Dass, L. C. (2020). Online learning readiness among university students in Malaysia amidst Covid-19. Asian Journal of University Education, 16(2), 45–58. https://doi.org/10.24191/AJUE.V16I2.10294
Cigdem, H., & Osturk, M. (2016). Critical components of online learning readiness. Turkish Online Journal of Distance Education, 17(2), 98–109.
Damyanov, I., & Tsankov, N. (2018). The role of infographics for the development of skills for cognitive modeling in education. International Journal of Emerging Technologies in Learning (iJET), 13(1), 82-92.
Danchikov, E. A., Prodanova, N. A., Kovalenko, Y. N., & Bondarenko, T. G. (2021). Using different approaches to organizing distance learning during the COVID-19 pandemic: opportunities and disadvantages. Linguistics and Culture Review, 5(S1), 587-595. https://doi.org/10.37028/lingcure.v5nS1.1444
Torun, D. E. (2020). Online Distance Learning in Higher Education: E-learning Readiness as a Predictor of Academic Achievement. Open Praxis, 12(2), 191.
https://doi.org/10.5944/openpraxis.12.2.1092
Dooley, L. M., Frankland, S., Boller, E., & Tudor, E. (2018). Implementing the flipped classroom in a veterinary pre-clinical science course: Student engagement, performance, and satisfaction. Journal of veterinary medical education, 45(2), 195-203.
Filgona, J., Sakiyo, J., Gwany, D. M., & Okoronka, A. U. (2020). Motivation in Learning. Asian Journal of Education and Social Studies, September, 16–37.
https://doi.org/10.9734/ajess/2020/v10i430273
Garrison, D. R. (1997). Self-directed learning: Toward a comprehensive model. Adult Education Quarterly, 48(1), 18–33.
Eastin, M. A., & LaRose, R. (2000). Internet self-efficacy and the psychology of the digital divide. Journal of Computer Mediated Communication, 6(1).
http://jcmc.indiana.edu/vol6/issue1/eastin.html Retrieved September 2000
Espino-Diaz, L., Fernandez-Caminero, G., Hernandez-Lloret, C. M., Gonzalez-Gonzalez, H., & Alvarez-Castillo, J. L. (2020). Analyzing the impact of COVID-19 on education professionals. toward a paradigm shift: ICT and neuroeducation as a binomial of action. Sustainability, 12(14), 5646.
Freschet, G., Pages, L., Iversen, C., Comas, L., Rewald, B., Roumet, C., & Mccormack, M. (2020). A starting guide to root ecology: strengthening ecological concepts and standardizing root classification, sampling, processing and trait measurements.
Hair Jr, J. F., Hult, G. T. M., Ringle, C. M., & Sarstedt, M. (2021). A primer on partial least squares structural equation modeling (PLS-SEM). Sage publications..
Hair, J. F., Risher, J. J., Sarstedt, M., & Ringle, C. M. (2019). When to use and how to report the results of PLS-SEM. European business review.
Hung, M. L., Chou, C., Chen, C. H., & Own, Z. Y. (2010). Learner readiness for online learning: Scale development and student perceptions. Computers and Education, 55(3), 1080–1090. https://doi.org/10.1016/j.compedu.2010.05.004
Khan, M. J., Altaf, S., & Kausar, H. (2013). Effect of perceived academic stress on students' performance. FWU Journal of Social Sciences, 7, 146.
Khandan, R., & Shannon, L. (2021). The Effect of Teaching–Learning Environments on Student's Engagement with Lean Mindset. Education Sciences, 11(9), 466.
Kirmizi. (2015). The influence of learner readiness on student satisfaction and academic achievement in an online program at higher education. Turkish Online Journal of Educational Technology, 14(1), 133–142.
Knowles, M. S. (1975). Self-directed learning: A guide for learners and teachers. New York: Association Press.
Kundu, A. (2020). Toward a framework for strengthening participants' self-efficacy in online education. Asian Association of Open Universities Journal.
Liedke, L. (2018). Beginner's Guide: What is a Likert Scale and How to Use It? Retrieved 19 March 2019 from https://wpforms.com/beginners-guide-what-is-a-likert-scale-and-how-to-use-it/
Lin, B., & Hsieh, C. T. (2001). Web-based teaching and learner control: a research review. Computers & Education, 37(4), 377–386.
Lin, C. H., Zhang, Y., & Zheng, B. (2017). The roles of learning strategies and motivation in online language learning: A structural equation modeling analysis. Comput. Educ., 113, 75–85.
Lin, M. H., Chen, H. C., & Liu, K. S. (2017). A study of the effects of digital learning on learning motivation and learning outcome. Eurasia Journal of Mathematics, Science and Technology Education, 13(7), 3553–3564. https://doi.org/10.12973/eurasia.2017.00744a
Malaysian National Security Council. (2020). arkib SOP. Retrieved October 1, 2021 from https://www.myceb.com.my/covid-19
Merrill, M. (1983). Component display theory. In C. Reigeluth (Ed.), Instructional-design theories and models: An overview of their status (pp. 279–334). Hillsdale, NJ: Lawrence Erlbaum Associates.
Ministry of Health Malaysia. (2021) Retrieved October 1, 2021, from https://covid-19.moh.gov.my/garis-panduan/garis-panduan-kkm
Ministry of Higher Education. (2020). Pengendalian Aktiviti Akademik di Kampus Institusi Pendidikan Tinggi Semasa dan Pasca Perintah Kawalan Pergerakan Retrieved October 1, 2021, from https://www.mohe.gov.my/hebahan/kenyataan-media/pesanan-kepada-pelajar-institut-pengajian-tinggi-berikutan-pengumuman-perintah-kawalan-pergerakan-fasa-3
Moffitt, R. L., Padgett, C., & Grieve, R. (2020). Embedding media richness in online assessment feedback: effects of multimedia delivery and paralinguistic digital cues on social presence and student engagement. In Tertiary Education in a Time of Change (pp. 5-20). Springer, Singapore.
Moldasheva, G., & Mahmood, M. (2014). Personality, learning strategies, and academic performance. Education Training, 56(4), 343-359. doi:10.1108/et-10-2012-0101
Naji, K. K., Du, X., Tarlochan, F., Ebead, U., Hasan, M. A., & Al-Ali, A. K. (2020). Engineering students' readiness to transition to emergency online learning in response to COVID-19: Case of Qatar. Eurasia Journal of Mathematics, Science and Technology Education, 16(10). https://doi.org/10.29333/EJMSTE/8474
Pellas, N. (2014). The influence of computer self-efficacy, metacognitive self-regulation and self-esteem on student engagement in online learning programs: Evidence from the virtual world of Second Life. Computers in Human Behavior, 35, 157-170.
Pintrich, P. R. (2004). A Conceptual Framework for Assessing Motivation and Self-Regulated Learning in College Students. Educational Psychology Review, 16(4), 385–407. https://doi.org/10.1007/s10648-004-0006-x
Pokrovskaia, N. N., Leontyeva, V. L., Ababkova, M. Y., Cappelli, L., & D’Ascenzo, F. (2021). Digital communication tools and knowledge creation processes for enriched intellectual outcome—experience of short-term E-learning courses during pandemic. Future Internet, 13(2), 43.
Preacher, K. J., & Hayes, A. F. (2008). Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models. Behavior Research Methods, 40(3), 879-891.Available at: https://doi.org/10.3758/brm.40.3.879.
Rafique, G. M., Mahmood, K., Warraich, N. F., & Rehman, S. U. (2021). Readiness for Online Learning during COVID-19 pandemic: A survey of Pakistani LIS students. Journal of Academic Librarianship, 47(3), 102346. https://doi.org/10.1016/j.acalib.2021.102346
Ranganathan, H., Singh, D. K. A., Kumar, S., Sharma, S., Chua, S. K., Ahmad, N. B., & Harikrishnan, K. (2021). Readiness towards online learning among physiotherapy undergraduates. BMC Medical Education, 21(1), 1-8.
Remali, A. M., Ghazali, M. A., Kamaruddin, M. K., & Kee, T. Y. (2013). Understanding academic performance based on demographic factors, motivation factors and learning styles. International journal of Asian social science, 3(9), 1938-1951.
Rodriguez, O. M., Gonzalez-Gomez, F., & Guardiola, J. (2019). Do course evaluation systems have an influence on e-learning student satisfaction?. Higher Education Evaluation and Development.
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61(April), 101860.
https://doi.org/10.1016/j.cedpsych.2020.101860
Salmela?Aro, K., Upadyaya, K., Vinni?Laakso, J., & Hietajärvi, L. (2021). Adolescents' Longitudinal School Engagement and Burnout Before and During COVID?19—The Role of Socio?Emotional Skills. Journal of research on adolescence, 31(3), 796-807.
Sahin, I., & Shelley, M. (2008). Considering Students' Perceptions: The Distance Education Student Satisfaction Model. Educational Technology & Society, 11(3), 216–223.
Sanford, D., Ross, D., Rosenbloom, A., & Singer, D. (2017). Course Convenience, Perceived Learning, and Course Satisfaction across Course Formats. E-Journal of Business Education and Scholarship of Teaching, 11(1), 69-84.
Senko, C. (2019). When do mastery and performance goals facilitate academic achievement?. Contemporary Educational Psychology, 59, 101795.
Smith, P. J., Murphy, K. L., & Mahoney, S. E. (2003). Towards Identifying Factors Underlying Readiness for Online Learning: An Exploratory Study. Distance Education, 24(1), 57–67. https://doi.org/10.1080/01587910303043
Singh, A. S., & Masuku, M. B. (2014). Sampling techniques & determination of sample size in applied statistics research: An overview. International Journal of economics, commerce and management, 2(11), 1-22.
Subramaniam, T., Suhaimi, N. A. D., Latif , L. A., Abu Kassim, Z., & Fadzil , M. (2019). MOOCs Readiness: The Scenario in Malaysia. The International Review of Research in Open and Distributed Learning, 20(3). https://doi.org/10.19173/irrodl.v20i3.3913
Taipjutorus, W., Hansen, S., & Brown, M. (2012). Investigating a Relationship between Learner Control and Self-Efficacy in an Online Learning Environment. Journal of Open, Flexible and Distance Learning, 16(1), 56–69.
http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1079899&site=ehost-live
Tsai, C.-L., Cho, M.-H., Marra, R., & Shen, D. (2020). The Self-Efficacy Questionnaire for Online Learning (SeQoL). Distance Education, 41(4), 472–489.
https://doi.org/10.1080/01587919.2020.1821604
Tsai, M. J., & Tsai, C. C. (2003). Information searching strategies in web-based science learning: The role of internet self-efficacy. Innovations in Education and Teaching International, 40(1), 43–50.
UNESCO. (2020). Retrieved October 1, 2021, from UNESCO:
https://en.unesco.org/covid19/educationresponse
Väljataga, T., & Laanpere, M. (2010). Learner control and personal learning environment: A challenge for instructional design. Interactive Learning Environments, 18(3), 277–291. https://doi.org/10.1080/10494820.2010.500546
Wang, C.-H., Shannon, D. M., & Ross, M. E. (2013). Students' characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning. Distance Education, 34(3), 302–323. https://doi.org/10.1080/01587919.2013.835779
Wei, H. C., & Chou, C. (2020). Online learning performance and satisfaction: do perceptions and readiness matter? Distance Education, 41(1), 48–69.
https://doi.org/10.1080/01587919.2020.1724768
Yasin, N. M., Ong, M. H. A., & Aziz, N. N. A. (2020). Attitude as mediator of technical usage self-efficacy, online communication self-efficacy, technology access and online media on the blended learning readiness. International Journal of Advanced Science and Technology, 29(6 Special Issue), 713–724.
Yusof, M., Jaapar, W. E., & Ishak, N. (2021). Online Learning Readiness , Online Learning Performance, and Academic Achievement in An English Language Course Among Undergraduates During an ODL Semester. 8(3), 48–64.

In-Text Citation: (Monil et al., 2022)
To Cite this Article: Monil, M., Omar, N. H., Jusoh, M. Z., Kee, S. N. A. A., Bakrin, S., & Awang, D. A. (2022). From F2F to Virtual Class: Does Online Learning Readiness Matters to Course Satisfaction and Academic Performance? International Journal of Academic Research in Business and Social Sciences, 12(8), 181– 198.

Copyright: © 2022 The Author(s)
Published by Knowledge Words Publications (www.kwpublications.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode