قياس استعداد طلاب كلية التربية جامعة الأزهر للتعلم عبر الإنترنت في ضوء بعض المتغيرات
Readiness towards online learning can be explored from different points of view. It can be explored in light of learners’ skills, abilities, competencies and communication, independent learning participation, selfdirected learning, learning control and computer self-efficacy. In order for students to benefit from online learning, they must be ready to learn. Readiness towards online learning requires the student to be mentally and physically ready to utilize certain educational procedures. Online learning environments also allow students more flexibility to engage in learning activities. Therefore, students need to make decisions about their learning activities, and exercise control over them in terms of speed, depth, content width, media type, and time spent during the learning process. The sample consisted of (374) second and fourth year students who were chosen from scientific, literary, and generic specializations. The number of the second year students reached (201) and were distributed to the three specializations (70- 103- 28), respectively and the number of the fourth year students reached (173) and were distributed to the three specializations (65- 39- 69), respectively. Results revealed that the level of the sample members on readiness towards online learning scale was higher than the average. This indicates that the participants had high level of readiness towards online learning. Also, there were statistically significant differences in readiness towards online learning according to study specializations: (scientific- literary- generic) in favor of the scientific specialization students. In addition, there were statistically significant differences in readiness towards online learning according to the academic year in favor of the fourth year students. (Published abstract)