Engineering students’ readiness for online learning amidst the COVID-19 pandemic: Scale validation and lessons learned from a developing country

Abstract Background - Engineering education utilizes a face-to-face model for delivery of course materials and workshops. The recent outbreak of the COVID-19 pandemic imposed a countrywide lockdown and forced education institutes to shift to an internet-based online delivery mode. Purpose/Hypothesis - This study developed an instrument to meticulously measure the students’ readiness for online learning in a pandemic situation. A situation like COVID-19 accelerates a long-standing issue of digital inequality among the students in education. The study proposed a reconceptualised model for students’ online readiness for emergencies like COVID-19. The proposed model consists of (a) motivation, (b) self-efficacy, and (c) situational factors.Design/Method - The proposed model was validated with the engineering students (for pilot study N = 68 and main study N = 988) from several universities in Bangladesh. To validate the underlying relationships between the latent constructs, an exploratory factor analysis (EFA) was performed followed by structural equation modelling (SEM) for the construct validity of the measurement model and to assess the model fit. Results - The findings showed that besides motivation and self-efficacy, the situational factors describing the contextual dynamics emerging from the COVID-19 significantly influenced the student's online readiness.Conclusions - The impact of situational factors on student readiness for online learning is complex, specially during events such as the COVID-19 pandemic. By analyzing the collected data, it is evident that current practices of teaching should be blended with face-to-face, synchronous and asynchronous internet-based learning. We argue that digital inequality is an important factor influencing student readiness for online learning.