The Effect of Online Learning Attitudes of University Students on their Online Learning Readiness



The aim of this study is to determine the effect of online learning attitudes of university students on their online learning readiness. The study was designed with relational screening model.  The research group was formed of 306 university students who are selected with the appropriate sampling method from the non-probabilistic sampling methods from (Law Faculty and the departments of English Language Teaching and Physical and Sports) at different state universities. Data of the research were collected through “Online Learning Attitude Scale” developed by Usta, Uysal and Okur  (2016), “Online Learning Readiness Scale” developed by Hung, Chou, Chen and Own (2010) and adapted into Turkish by Yurdugül and Alsancak-Sarýkaya (2013) and “Personal Information Form” developed by the researchers. Data were analyzed by using descriptive statistics, Pearson correlation and regression technique. Looking into the findings of the study, a moderately significant and positive relation was ascertained between the online learning attitudes of students and their online learning readiness (p<.05). Besides, online learning attitude has a meaningful effect on online learning readiness (p<.05). In addition, it was determined that online learning attitudes and readiness of students did not differ in a statistically significant manner by faculty/department studied (p>.05). This study revealed that online learning attitude of learners has a positive effect on their online learning readiness. As a result, to provide the learner with a decent online learning, it is a need to form basis for online learning readiness by creating a positive online learning attitude.