Factors influencing students' online learning readiness in a middle eastern higher education institution: implications for online course design

Abstract

This study aimed at analyzing students readiness to learn online in a Lebanese higher education institution and factors that contribute to the readiness of students in this context. Penn State Universitys Online Learning Readiness Survey was used to gather data from 328 students at a private higher education institution in Lebanon. Through descriptive statistics and an exploratory factor analysis (EFA), the online learning readiness scale resulted in four reliable factors that contribute to the readiness of Lebanese students to learn online: technology skills, access to technology infrastructure, online communication and social interaction, and persistence and motivation. Also the results showed that while students in Lebanon seem to be tech savvy, and possess self-directed learning and social communication skills, yet a low percentage (31.5%) is willing to spend 3-6 hours per week learning autonomously online.