Relationship between Online Learning Readiness and Structure and Interaction of Online Learning Students

Abstract

Current study tried to determine whether a relationship exists between readiness levels of the online learning students for online learning and the perceived structure and interaction in online learning environments. In the study, cross sectional survey model was used. The study was conducted with 320 voluntary students studying online learning post-graduate programs in Sakarya University. The participants were administered a questionnaire consisting of readiness for online learning, perceived structure and interaction in the study. The hypotheses of the research were tested with structural equation modeling. It was found at the end of the research that online learning students' readiness for online learning was positively related with their interactions in learning environments and negatively related with perceived structure. In addition, there appeared to be a negative relationship between perceived structure and interaction. In the study, it was found that readiness for online learning was important regarding the structure that affects learning results of students and interaction variables.