Impact of Self-Directed Learning and Educational Technology Readiness on Synchronous E-Learning

Ka Yin Chau, Mo Yin Kris Law, Yuk Ming Tang

Research output: Journal article publicationJournal articleAcademic researchpeer-review

60 Citations (Scopus)


The coronavirus (COVID-19) has had severe global impacts in many aspects of education. Asian countries and regions have been the first responders to move entirely online since the epidemic started. The aim of this paper is two-folded. First, this study investigates the correlations in order to understand the compounded effects on presences in the participating synchronous learning environments. Second, this paper provide empirical evidence and insights for educators on the future trends of learning and instructional strategy in online teaching. This study investigated students’ perception of synchronous e-learning during the COVID-19 pandemic for the better design of the e-learning teaching pedagogy and determines how the key factors of e-learning perception are inter-correlated enabling educators to focus on. The study has important implications that student readiness in educational technology is critical to assist the recent practice in implementing online learning.
Original languageEnglish
Article number26
Pages (from-to)1-20
Number of pages20
JournalJournal of Organizational and End User Computing
Issue number6
Publication statusPublished - Nov 2021


  • COVID-19 Pandemic
  • E-Learning
  • Self-Directed Learning
  • Students’ Perception
  • Synchronous Learning
  • Technology Readiness


Dive into the research topics of 'Impact of Self-Directed Learning and Educational Technology Readiness on Synchronous E-Learning'. Together they form a unique fingerprint.

Cite this