READY, SET, CLICK! EXPLORING ONLINE LEARNING IN AGRICULTURE STUDENTS BY CLASS FORMAT, GENDER, AND ACADEMIC LEVEL

Abstract

This study examines students’ perceptions of their online learning readiness, with a focus on interactions between in-person and online course formats, gender, and academic level. Utilizing the Online Learning Readiness Scale (OLRS), which measures computer/internet self-efficacy, self-directed learning, learner control, motivation for learning, and online communication self-efficacy, this study aims to understand students’ perceived preparedness for the evolving online learning environment. The study was conducted with 79 undergraduate students enrolled in an online and in-person agricultural education, leadership, and communication course from Fall 2023 to Spring 2024. Self-directed learning emerged as a perceived strength, while learner control was identified as a potential area for improvement. Gender differences were observed, with females scoring higher in self-directed learning, motivation for learning, and online communication self-efficacy. Additionally, the interaction between academic level and course format had a significant impact on scores for self-directed learning and learner control. These findings suggest the importance of tailoring online courses to address learner control issues, recognizing gender-specific needs, and adapting courses based on student level and delivery format. These considerations will help educators foster a more inclusive, effective, and supportive online learning experience for all students. Online learning is instruction meant to support learning and delivered via a digital device with access to the Internet (Clark & Mayer, 2023; Hoi et al., 2021). To comply with the social distancing measures of the COVID-19 pandemic, many higher education institutions shut down their campuses and transitioned to online learning to continue offering educational services (Toquero, 2020). During this troublesome time, online learning became popular due to its ability to offer more flexible access to material and teaching at any time, from any location, and a feasible alternative to combat the lack of resources, facilities, and equipment in higher education institutions (Castro & Tumibay, 2021). The unexpected and unprecedented transition from in-person to online learning was rough, and the ease of this transition became a measure of organizational agility (Tribble et al., 2022). The transition to online learning exposed resource shortages and student marginalization as limited internet access and outdated technology hindered responsiveness and engagement (Zhong, 2020). Higher levels of computer and communication skills and motivation are needed for online learning than for traditional classroom learning (Cuadrado-García et al., 2010; Hartnett, 2016; Sun et al., 2020), making it a challenge for many students. It is not correct to assume that all Gen Zers—people who were born between 1990-2010 that make up around 32% of the world’s population—(Bulanda & Vavrecka, 2019; Van der Bergh & Behrer, 2016; Van der Bergh et al., 2024), are proficient with technology. Despite Gen Z being the first generation to grow up with constant access to the internet (Seemiller & Grace, 2016), it does not imply that Gen Zers are automatically prepared for online learning. Academic institutions are under more pressure to update their curricula, and implementing innovative teaching techniques and tactics must be a top priority (Toquero, 2020). Therefore, measures must be developed to assess students' readiness for this changing learning environment (Chung et al., 2020). Mailizar et al. (2020) urged upcoming researchers to assess how students view online learning, identify the difficulties they encounter, and, above all, amplify their voices on a matter that directly impacts students. In other words, Mailizar et al. (2020) referred to students’ online learning readiness, the capacity to communicate with peers, and technical proficiency in word processing and Learning Management Systems software (LMS) (Morrison, 2003; Yu, 2014). There is a dearth of literature regarding students’ online learning readiness (Tang et al., 2021), especially for agriculture majors. Evaluating online learning readiness can help instructors create better online courses and direct students toward rewarding online learning experiences (Demir Kaymak & Horzum, 2013). In-person classes cannot solely be digitalized for online learning; these classes need to be redesigned to promote students’ individual and collaborative learning with activities specifically designed for virtual platforms (Tang et al., 2021). A crucial aspect of achieving an efficient and successful online learning environment is to measure students’ online learning readiness and design the course considering their strengths and weaknesses (Hung et al., 2010). This study assessed students' online learning readiness to ascertain which areas students struggle with the most and how their level of preparedness is influenced by class format, gender, and academic level.