آموزش از دور
Mohammad Nazaripour
Abstract
This study investigates how HEXACO personality traits—honesty-humility, emotionality, extraversion, agreeableness, conscientiousness, and openness—shape risk-taking, risk perception, and perceived benefits among undergraduate accounting students, informing teaching strategies to enhance ethical ...
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This study investigates how HEXACO personality traits—honesty-humility, emotionality, extraversion, agreeableness, conscientiousness, and openness—shape risk-taking, risk perception, and perceived benefits among undergraduate accounting students, informing teaching strategies to enhance ethical and audit competencies. In First quarter of 2025, data were collected from 170 accounting students at Tehran universities using validated personality and risk-taking measures adapted for classroom contexts. The analysis confirmed the soundness of these instruments. Findings indicate that honesty-humility reduces unethical behavior, while conscientiousness supports more cautious decision-making. An ethical risk-taking paradox emerged, as situational pressures sometimes encouraged risky choices despite ethical concerns. Emotionality and extraversion shaped risk behaviors by influencing how students perceived risks and benefits. The study suggests ethics-focused case studies and audit simulations as effective teaching strategies, showing how personality-informed approaches can strengthen ethical judgment and technical precision in accounting education. Grounded in experiential learning and self-efficacy principles, these findings align with global movements toward competency-based education that surpass traditional models.
آموزش از دور
Rashed Mohammadyan; Saeid Purrustaei Ardakani
Abstract
Learning musical instruments has been rapidly popular during the past decades. However, it is faced with COVID-19 pandemic restrictions and lockdowns, which limit face-to-face music lectures. This research aims to design and develop an online instructional system named Nuance for learning musical instruments. ...
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Learning musical instruments has been rapidly popular during the past decades. However, it is faced with COVID-19 pandemic restrictions and lockdowns, which limit face-to-face music lectures. This research aims to design and develop an online instructional system named Nuance for learning musical instruments. The system performance is tested and analyzed to study the impact of the proposed system on cognitive and practical learning skills for a Persian musical instrument named Setar. This study uses a "quasi-experimental research" method for a population of 900 Setar elementary students in Sanandaj city during the 2021-2022 academic year. A convenience sampling method is used to form two homogenous groups, including control and experimental, each with 15 learners. The experimental group uses the Nuance system, while the control group receives online videos. The Shapiro-Wilk test is used to test the data normality, while one-way ANOVA and Tukey post hoc tests are used to analyze data and study the performance of the proposed system. The results show a significant difference between both the groups and support that the proposed system has a better performance for cognitive and practical music learning skills than the standard online system (P <0.05).
Mohammad reza Daraei; Noraldin Parsapour; Saeid Talebi; Mohammad Hassan Seif
Abstract
The present study aimed to investigate the factors influencing applying continuous electronic on-the-job training in the leasing employees of Bank Mellat, Iran. This correlational study was conducted on a sample population consisting of all the leasing employees of Bank Mellat. Given the limited sample ...
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The present study aimed to investigate the factors influencing applying continuous electronic on-the-job training in the leasing employees of Bank Mellat, Iran. This correlational study was conducted on a sample population consisting of all the leasing employees of Bank Mellat. Given the limited sample population, census sampling was used, and all the leasing employees of Bank Mellat (n=155) were selected. Various instruments were used to measure the research variables, including the electronic job training questionnaire by Fagan et al. (2004), the quantum management skills questionnaire by Altafi (2011), the facilitating conditions questionnaire by Raleting and Nel (2011), the knowledge sharing questionnaire by van den Hof and van Vinen (2004), the computer self-efficacy questionnaire by Wolters and Daugherty (2007), the organizational intelligence profile by Albrecht (2003), the questionnaire of perceived usefulness by Teo et al. (2007), the survey of technology use experience by Fagan et al. (2004), and the organizational culture questionnaire by Gaffy and Jones (1996). The findings indicated that among the direct effects, the most significant direct effect was exerted by the conditions of technology use on perceived usefulness (0.32), whereas the least significant direct effect was exerted by quantum skills on knowledge sharing (0.15), as well as the effect of knowledge sharing on applying continuous electronic on-the-job training (0.15). Further, the most significant indirect effect was exerted by facilitating conditions on applying continuous electronic on-the-job training (0.09), and the least significant indirect effect was exerted by organizational intelligence on applying continuous electronic on-the-job training (0.03), as well as the effect of experience in using technology on perceived usefulness (0.03). Finally, the least significant total effect was exerted by experience in using technology on perceived usefulness (0.03), and the most significant total effect was exerted by the conditions of using technology on perceived usefulness (0.32).
bayram aghapour; Hamid Maleki; Nazila Khatib Zanjani; Marjan Masoumi Fard
Abstract
The present research was done to conceptualize the open pedagogy in the thought of Michel Foucault and Jacques Derrida and its progression in the distance education system. In terms of the type of research, the present research is theoretical, the statistical population includes all sources and documents ...
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The present research was done to conceptualize the open pedagogy in the thought of Michel Foucault and Jacques Derrida and its progression in the distance education system. In terms of the type of research, the present research is theoretical, the statistical population includes all sources and documents related to open pedagogy, the educational perspective of Michel Foucault and Jacques Derrida, and distance education, which contains all electronic and written books, articles, magazines, sites and reliable databases, theses, and doctoral theses. The statistical sample is all available sources and documents related to the subject. The method of data collection is the library and the researchers studied and analyzed all electronic and written books, articles, magazines, sites, and reliable databases, theses, and doctoral theses to the extent of sufficiency. To answer the research question, the collected information was classified, analyzed, and interpreted. Education experts’ opinions have been used to determine validity and reliability. Nine key categories were extracted from the collected information: 1. Aim, 2. Teacher, 3. Student, 4. Teaching method, 5. Content and topic, 6. Planning, 7. School, 8. Evaluation, and 9. Resources. The results of the research reveal that the concept of open pedagogy existed in most of the main subcategories, except for the two categories of planning and resources. Open pedagogy is the most suitable pedagogy for distance education.
Abstract
The current study explored the effects of a personalized reading software program designed based on language learners’ learning style on the development of their reading comprehension. Forty Iranian K-9 students were selected through convenience sampling and were assigned into control (n=20) and ...
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The current study explored the effects of a personalized reading software program designed based on language learners’ learning style on the development of their reading comprehension. Forty Iranian K-9 students were selected through convenience sampling and were assigned into control (n=20) and experimental (n=20) groups. Both groups’ entry level of English reading proficiency was assessed by reading paper of Cambridge A2 Key exam. Reading was taught to both groups for 10 sessions using a researcher-developed software program. The experimental group used the reading software designed based on users’ cognitive profile (visual, auditory and kinesthetic) with customized instructional scenarios. The control group used a version of the same software that did not include any user-tailored teaching materials. Both groups took part in reading paper of A2 Key again at the end of the experiment. The data were analyzed using One-way Analysis of Covariance (ANCOVA). The results revealed a significant difference between participants’ reading comprehension at the end of the experiment in favor of the experimental group. The finding highlighted the role of learners’ diversity in the success of computer-assisted learning environments, and has certain implications for software developers and language pedagogues.
Abstract
The importance of mathematics is common knowledge, and teachers have always been concerned with teaching this subject correctly and efficiently. For this reason, teaching mathematics should be given special attention, and even the base and frameworks should be provided for online teaching of this subject. ...
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The importance of mathematics is common knowledge, and teachers have always been concerned with teaching this subject correctly and efficiently. For this reason, teaching mathematics should be given special attention, and even the base and frameworks should be provided for online teaching of this subject. This study aims to introduce mathsframe.co.uk as a platform for online teaching of mathematics. The present study tried to turn the challenges facing online mathematics teaching into opportunities for better instruction. The method of research was descriptive and a case study (in-depth). The facilities and games of the website were divided into categories of Most popular free mathematics games, Tablet friendly games, Word problems, Using a calculator, Money, Sorting and classifying, National curriculum, Addition and subtraction, Fractions, decimals and percentages, Measuring and time, Partitioning, place value and rounding, Latest mathematics games, Multiplication and division, Ordering, comparing and reading numbers, Geometry, Statistics and ITPs. There are games and options in these categories which are suitable to teach and exercise subjects like money, reading and working with different types of charts, numbers divisible to a certain number and prime numbers, decimals, measuring angles, numbers axis, exercising and learning different math operations, multiplication table, comparing numbers, showing the number of shapes and categories, counting numbers, place value chart, measuring volume, ratio, possibility, fraction, the method of transferring numbers in technical addition and subtraction, symmetry, measuring mass and temperature, coordinates, clock, working with a ruler, volume and perimeter.
Many math instruction games and options complementary to teachers' teaching are free, and there is no need for signing up, entering information or paying a fee; but a basic knowledge of English is required for teaching or exercising elements of the categories.
Abstract
The purpose of this study was to identify and analyze the macro requirements of online education with emphasis on the corona pandemic. The method of this research is both qualitative and quantitative. To conduct this research, in addition to the documentary study, the content analysis technique with ...
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The purpose of this study was to identify and analyze the macro requirements of online education with emphasis on the corona pandemic. The method of this research is both qualitative and quantitative. To conduct this research, in addition to the documentary study, the content analysis technique with MAXQDA12 software was used to identify the dimensions and indicators and to determine the share of each factor, the confirmatory factor analysis method of smart pls3 software was used. The statistical qualitative population in this study was among all experts in the field of educational management and governmental and higher education, which was conducted after 17 saturated interviews. In the quantitative section, all faculty members of Tehran universities were selected according to Morgan's table, which 353 samples were selected by simple random method. Eventually, 7 dimensions and 41 indicators were identified. The structural equation method of smartpls3 software was used to draw the pattern. The results showed that the dimensions of Social and cultural requirements (0.874), Infrastructure requirements (0.872), Educational and research requirements (0.796), Policy and strategic requirements (0.791), Financial and economic requirements (0.779), Legal requirements (0.779) and Managerial and organizational requirements (0.694), have the most important roles in the macro requirements of online education based on the Corona pandemic.
Abstract
Determining a qualified teaching method in writing has always been a controversial issue as a multitude of researchers have debated its effectiveness in improving Learners’ accuracy in writing. This study examines the background of this debate and looked at previous major studies on this issue. ...
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Determining a qualified teaching method in writing has always been a controversial issue as a multitude of researchers have debated its effectiveness in improving Learners’ accuracy in writing. This study examines the background of this debate and looked at previous major studies on this issue. Due to the limitations and pitfalls of sheltered and reciprocal teaching procedures, this study was to inquire whether the integration of reciprocal and sheltered teaching approaches would influence students’ performance in writing and find out if the approach could impress the learners’ self-efficacy as well. Three groups of pre-intermediate EFL students took part in this research. 68 male and female participants in one experimental and two control groups established the subjects of the study. The experimental group worked on the integration of reciprocal and sheltered approaches in writing and self-efficacy. The results reveal the positive effect of integration of reciprocal and sheltered approaches on the writing performance of the subjects in the EG. Moreover, the selected procedures could lead to learners’ self-efficacy development. Finally, the achievements of this study contributed to an understanding of the type of teaching approach which is most appropriate for pre-intermediate students. As the integration of strategic responses to texts is regarded an efficacious way in comprehension, reciprocal teaching appears to be one of the best approaches to reading and writing [7]. This strategy can be so effective in EFL classes where the students are exposed to English only at class time. Sheltered English instruction is often applied in ESL (English as a second language) programs with sheltered content courses (e.g., sheltered chemistry, sheltered U. S. history), newcomer programs, transitional bilingual education, developmental bilingual education, dual-language programs, and two-way immersion programs. Sheltered instruction appears in classes that consist of only English language learners and in classes of both ELLs and native English-speaking students. The sheltered approach is also used in many foreign language classes in the United States.
Abstract
Given the growing importance of the use of novel technologies, especially in the field of education, and with regard to the necessity of learning the use of e-learning by community members, specifically students, the present study aimed to evaluate the role of critical thinking disposition and academic ...
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Given the growing importance of the use of novel technologies, especially in the field of education, and with regard to the necessity of learning the use of e-learning by community members, specifically students, the present study aimed to evaluate the role of critical thinking disposition and academic self-efficacy in the acceptance of e-learning by students. This was a descriptive survey research, and the statistical population (n=1289) included tenth-grade male students in experimental sciences and mathematics disciplines in Mashhad, Iran. In total, 288 students were selected by cluster sampling method and based on the Morgan table. Data were collected using Morgan and Jing Academic Self-Efficacy Scale (MJSES) (1999), Ricketts' Critical Thinking Disposition Questionnaire (2003), and Technology Acceptance Model by Davis and Bagozzi (1989). Notably, the instruments had confirmed validity and reliability. Data analysis was performed in SPSS version 20 using Pearson’s correlation coefficient and stepwise regression. The research question was “do critical thinking disposition and academic self-efficacy play a role in acceptance of e-learning by tenth-grade male students in experimental sciences and mathematics disciplines?” According to the results, critical thinking disposition and academic self-efficacy significantly predicted students’ acceptance of e-learning. In fact, the variable of critical thinking disposition had a share of 0.068 in the amount of acceptance of e-learning in a significant way and based on the standardized beta coefficient. Therefore, this concept can be used as a predictor of e-learning acceptance. Therefore, it is suggested that these skills be reinforced in students by families, principals, teachers and educational authorities to improve the acceptance of new educational innovations and enhance students’ academic achievement.
Abstract
The present article aimed at recognizing the barriers of E-leaning in front of Tabriz Payame Noor university students and providing a model. The statistical society was Tabriz Payame Noor university students during 2018-2019; among them, 384 students were selected in the random classified way through ...
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The present article aimed at recognizing the barriers of E-leaning in front of Tabriz Payame Noor university students and providing a model. The statistical society was Tabriz Payame Noor university students during 2018-2019; among them, 384 students were selected in the random classified way through the Cochran formula. The researcher`s self-made questionnaire was used as the instrument of the study with content validity and 0.84 reliability was gained through Cronbach’s alpha technique. The data were analyzed through SPSS software; through exploratory factor analysis six indexes of 1. Lack of skills and continuous communication, 2. Lack of motivation, 3. Inaccessibility to the technology, 4. The inability of learning through media, 5. Lack of online group conversation, and 6. Lack of aligned issues with success in E-Learning as the barriers of E-learning for students. The model of E-learning barriers was designed too. The obtained results of the Friedman ranking test revealed that due to the lack of skills and continuous communications between students and professors of the university; this factor was the most important barrier in the process of university students’ E-learning.
Abstract
Introduction: Endotracheal intubation, as one of the most important methods of airway management, is of great importance and can lead to saving the patient's life. Hence, the training of this skill is highly considered. The present study aimed to design an educational simulator software in this field ...
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Introduction: Endotracheal intubation, as one of the most important methods of airway management, is of great importance and can lead to saving the patient's life. Hence, the training of this skill is highly considered. The present study aimed to design an educational simulator software in this field and to determine its impact on improving the performance of undergraduate students of anesthesia in Tehran University of Medical Sciences.
Methods: In this experimental study, 17 undergraduate anesthesia students were selected from Tehran University of Medical Sciences in the second semester of 96-97 (2017-18) and randomly divided into control and intervention groups. The control group was evaluated without any intervention, while the intervention group was evaluated after receiving the simulated content and its reviewing several times in the skill lab. The data were collected by a demographic questionnaire and a validated and relied evaluation checklist. The scores of both groups were evaluated using the SPSS-22 software, descriptive statistics (absolute and relative frequency, mean and standard deviation), and t-test, in order to determine the effectiveness of the simulator in improving the performance of anesthesia students in this regard.
Results: The results indicated that the average score of students' performance in patient preparation for intubation was (22.22±10.17) and (36.75±6.78) in the control and intervention groups, respectively, indicating a significant difference (P=0.004). In addition, the average score of students' performance in laryngoscopy skill was (24.09±9.02) and (41.16±12.1) in the control and intervention groups, respectively, which was a significant difference (P=0.008). Finally, the average total score of students' performance in patient preparation for intubation and improvement of laryngoscopy skill was (48.67±20.09) and (78.50±17.78) in the control and intervention groups, respectively, indicating a significant difference (P=0.006).
Conclusion: Based on the results, the use of computer-based simulator could improve students' performance in patient preparation for intubation and improvement of laryngoscopy skill by up to 50%. Therefore, this method can be used as a complementary training method to improve the students’ performance in similar clinical skills in medical sciences..
Abstract
This study aimed to identify effective factors to the development of blended learning from the perspective of faculty members of PNU. The method was descriptive and survey research. Sample size was determined 198 using Morgan table by simple random sampling. For this purpose, after the study of ...
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This study aimed to identify effective factors to the development of blended learning from the perspective of faculty members of PNU. The method was descriptive and survey research. Sample size was determined 198 using Morgan table by simple random sampling. For this purpose, after the study of contemporary research findings, effective factors to the development of blended learning were divided in five groups of structural, planning, information systems, nature and workplace and support factors for each of these components were determined. In order to assess the effective factors to the development of blended learning from the perspective of faculty members, a researcher-made questionnaire was designed. The questionnaire was with 40 questions using a Likert scale. Its validity was confirmed through content validity by Education specialists and its reliability through Cornbrash's alpha (α=91%). After determining the sample size, questionnaires were distributed to faculty members. The research findings were analyzed using exploratory and confirmatory factor analysis. To analyze the data, SPSS and LISREL soft wares were employed. Results indicate that among the identified factors, the most important and influential factors to the development of blended learning from the perspective of faculty members was related to structural factors.
Abstract
The flipped classroom is one of the new approaches to learning and innovative teaching methods worldwide. Given the conditions created in the Corona pandemic and the production of the initial content of many courses, a practical experience of holding a flipped class is examined. Accordingly, the present ...
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The flipped classroom is one of the new approaches to learning and innovative teaching methods worldwide. Given the conditions created in the Corona pandemic and the production of the initial content of many courses, a practical experience of holding a flipped class is examined. Accordingly, the present analysis aims at assessing perceptions, experiences, quality of participation, learning performance and student satisfaction with in a flipped classroom. 18 students participated from the field of electrical engineering in this case study. The data were analyzed using statistical methods of one-sample t-test, Pearson correlation, regression coefficient, and SPSS software. The results revealed that students' access to information and resources and teachers' support and motivation significantly affected students' satisfaction. Furthermore, access to information and resources and teacher support and motivation significantly affected student-perceived learning outcomes. Finally, supporting students' participation and collaboration with each other in flipped classroom also had a significant effect on their satisfaction and perceived learning outcomes. The knowledge gained by students during the class had a significant impact on students' satisfaction and perceived learning outcomes.
Abstract
Virtual education will be an effective educational system in students' effective learning during the corona and post-corona outbreaks, So the research method is quantitative, applied and descriptive-survey. The study population was all teachers of exceptional schools in Guilan province with a population ...
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Virtual education will be an effective educational system in students' effective learning during the corona and post-corona outbreaks, So the research method is quantitative, applied and descriptive-survey. The study population was all teachers of exceptional schools in Guilan province with a population of 690 people who were selected as a sample using systematic random sampling method. Data were collected through a researcher-made questionnaire. The validity of the questionnaire was confirmed by consulting experts from exceptional education in Guilan province and some university professors. To evaluate the reliability, a pretest was performed and a Cronbach's alpha of 0.92 indicated the reliability of the questionnaire. Virtual education challenges were analyzed through R-type exploratory factor analysis technique. Findings showed that the four infrastructural-technical and economic challenges, content and evaluation, cultural-social and organizational-managerial challenges explained 64.93% of the total variance and the main effective challenges in education Virtual schools in exceptional schools of Guilan province are from the perspective of teachers. Given the importance of overcoming these challenges, more interaction with knowledge-based companies, upgrading a SHAD educational network, effective interaction with telecommunication networks to strengthen the speed and bandwidth of the Internet, design and operation of the system Counseling, experience sharing webinars, parent briefings, and student support charities are recommended.E-learning.
آموزش از دور
somayeh Salmani kalleh; mohamadreza sarmadi
Abstract
یکی از مسائل مهم و اساسی در حوزه تعلیم و تربیت موضوع معرفت است. معرفت شناسی لازمه فلسفه تعلیم و تربیت است. مسائل معرفتی در قلب فرایند تربیت قرار دارند (بهشتی، 1377). در حال ...
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یکی از مسائل مهم و اساسی در حوزه تعلیم و تربیت موضوع معرفت است. معرفت شناسی لازمه فلسفه تعلیم و تربیت است. مسائل معرفتی در قلب فرایند تربیت قرار دارند (بهشتی، 1377). در حال حاضر در نظام تعلیم و تربیت توجه به منبع کسب معرفت و تشخیص ملاک حقیقت از امور غیر حقیقی (خطا) بیش از گذشته احساس می شود. در واقع معرفت شناسی به ایجاد بستری فلسفی میپردازد که در قالب آن مشخص می شود چه انواعی از دانش امکان حصول دارد و اینکه چگونه میتوان مطمئن شد آنها برای ورود به زندگی انسانها و آشنایی با الگوهای اجتماعی،مناسب و درست هستند (رضایی، پاک سرشت،1387 و بلیکی، ترجمه حسنی و همکاران،1392)؛ از این رو معرفت شناسی به عنوان پایه هر گونه دانایی همواره با مفهوم یادگیری گره خورده و مورد توجه متخصصان نظام آموزش و پرورش در جهان است. آموزش و یادگیری از دور یکی از مهمترین جایگزین های آموزش حضوری و سنتی و از عوامل کلیدی توسعه در آموزش عالی محسوب می شود، چراکه به فراگیران اجازه می دهد در کمترین زمان و با صرف کمترین هزینه مهارت شناختی و کارکردی خود را ارتقا بخشیده و برای حضور در محیط اجتماعی و شغلی آماده شوند. در نسل سوم آموزش از راه دور به واسطه حضور رویکرد سازنده گرایی آموزش با هدف خلق فرصت هایی برای فراگیران به منظور ایجاد و بازسازی دانش از طریق بحث و بررسی محتوا یا برنامه های درسی مساله محور بسط و گسترش یافت (نجفی،1391). روش پژوهش حاضر توصیفی تحلیلی و ابزار جمع آوری اطلاعات، مطالعه اسناد بوده است. گردآوری اطلاعات اسنادی، شامل شناسایی، مطالعه، طبقه بندی اطلاعات، تجزیه و تحلیل آنها و جمع بندی اطلاعات درخصوص معرفت شناسی بوده و سپس دلالتهای تربیتی آن در نسل سوم آموزش از راه دور مورد توجه قرار گرفت. نتایج نشان داد از آنجا که نسل های چهارم و پنجم از نظر زیربنای اندیشه مرهون فلسفه حاکم بر نسل سوم هستند شناخت و واکاوی هر چه دقیقتر دلالتهای یادگیری سازنده گرایی و درک مولفه ها و ابعاد شناختی حاکم بر معرفت شناسی این نسل از اهمیت شایان توجهی برخوردار است.
Masood Rezaei
Abstract
During COVID-19 crisis, online courses emerged as the major mode of education for most universities in Iran. This study explored the relationship between students' readiness for online learning and their satisfaction with online learning at Al-Zahra University during this period. An online questionnaire ...
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During COVID-19 crisis, online courses emerged as the major mode of education for most universities in Iran. This study explored the relationship between students' readiness for online learning and their satisfaction with online learning at Al-Zahra University during this period. An online questionnaire was conducted to gather data from 120 students. The collected data were analyzed using both descriptive and inferential statistical methods. The findings indicated that most students relied on smartphones for their online learning activities. Additionally, it was also revealed that their overall readiness for online learning and satisfaction with the experience were both at a moderate level. The greatest contribution to students' readiness was due to their technological readiness. In addition, the biggest challenge is learner control. The findings of the correlational analysis indicated a significant relationship between the dimensions of online learning readiness and levels of satisfaction with online learning. The SEM analysis revealed a strong correlation between preparedness for online learning and satisfaction with the overall online learning experience. Finally, learner control emerged as the strongest predictor of online learning satisfaction, accounting for 32 percent of the variance. In contrast, factors such as self-directed learning, online communication self-efficacy, technology readiness, and motivation in education did not significantly predict satisfaction in online learning. This research can assist decision-makers in recognizing the importance of enhancing student experiences and understanding how various student competencies contribute to outcomes like online learning satisfaction.
