DO TURKISH STUDENT TEACHERS FEEL READY FOR ONLINE LEARNING IN POST-COVID TIMES? A STUDY OF ONLINE LEARNING READINESS

Abstract

The purpose of this descriptive study is to investigate on-line learning readiness levels of student teachers according to several variables. By using purposive sampling method, the sample consisted of 270 (200 female and 70 male) student teachers in Turkey. Data collection tools include (i) Student Demographics Form with 18 items, (ii) On-line Learning Readiness Scale with 18 items and five factors. Statistically, the quantitative data were analyzed via ANOVA, t-test and ANCOVA. The findings suggest that mean of on-line learning readiness levels of student teachers is at good level. On-line learning readiness levels of student teachers are significantly different according to their departments [F(4,265)=3.450, p=0.09]. Namely, the mean scores for the students from Elementary Education and Pre-school Education departments were significantly higher than those from Social Science Education department. Besides, student teachers who has Internet access had higher on-line learning readiness scores (M= 67.27, SD=9.86) than did those without access (M= 60.14, SD=10.64), t(268)=3.16, p=.002. There are also significant differences between student teachers’ on-line learning readiness scores per their perceived information and communication technology use competency and departments after differences in accessibility to the Internet is controlled (p