Assessment of Student Readiness, Willingness and Acceptance for Effective Transitioning Toward Online Instruction

The purpose of this research is to examine student readiness, willingness and acceptance of online education on the basis on E-Learning Theoretical Framework and Online Readiness Assessment Measure. This paper draws on data collected from a total of 305 students using e-learning tools as part of an extensive stakeholder analysis project that studies Middle East higher education system readiness to accredit online education. Mixed-method research approach was employed to generate a comprehensive final study model on key findings framed under prospects and barriers, then offer a strategic plan for successful implementation of online education. As hypothesized, findings revealed that student readiness for online education is influenced by students’ self-competence, perceived usefulness, self-directed learning, motivation and financial status, that proved to be a significant determinant of willingness to enroll in online classes. The study showed adequate readiness and proficiency levels among learners and increased acceptance to implement online education, demonstrated in better academic performance, perceived usefulness and personal development. Barriers surfaced as doubts in self-regulatory skills among students, affected academic rigor, market acceptance and social influence. The study generated strategies to overcome impeding barriers based on developed model, practical contributions, contributions to knowledge and finally recommendations for future work.