A Computational and Statistical Analysis of Relationship between Students' Online Learning Readiness and Self-Regulation at University Level
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Keywords
Online learning readiness, self-regulated learning, academic background, CGPA, technical competency, higher education, student success, online learning environments, educational technology
Abstract
This study investigates the relationship between academic background (department and CGPA) and students' online learning readiness, self-regulated learning strategies, and technical competency in a university setting. While overall online learning readiness remained consistent across different academic backgrounds, significant variations emerged in specific learning approaches and technical skills. Students with lower CGPA demonstrated a greater reliance on task-oriented learning strategies, suggesting a need for tailored support in developing effective self-regulation skills. Additionally, a notable disparity in technical competency was observed between students from different academic departments, highlighting the potential influence of curriculum and prior technology exposure. These findings underscore the importance of recognizing the diverse needs and strengths of students from various academic backgrounds when designing and implementing online learning environments. Institutions should consider targeted interventions and support systems to ensure equitable access to technology and foster successful online learning experiences for all students.
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Muhammad Umaid Siddiqui
National University of Computer & Emerging Sciences, Pakistan.
Sameen Siddiqi
University of the Punjab, Lahore, Pakistan
Hafiza Fatima Iqbal
Punjab University College of Pharmacy, University of the Punjab, Lahore, Pakistan.
Zia-ud-din Akhtar
Centro de Investigación en Computación, Instituto Politécnico Nacional, CDMX, Mexico
Ayesha Qasim
PhD Student, Centro de Investigación en Computación, Instituto Politécnico Nacional, CDMX, Mexico.