Manuscript received March 4, 2024; revised May 24, 2024; accepted August 23, 2024; published October 22, 2024
Abstract—Comprehensive online learning has been implemented in Indonesia, particularly in universities, in response to the COVID-19 pandemic. Universitas Terbuka is considered the most prepared institution for distance learning because it equips students with technology skills for education. Student satisfaction with learning is affected by the transition from traditional face-to-face instruction to online learning. Therefore, a survey was conducted to enhance the learning quality for students at Universitas Terbuka. This research aims to establish the relationship between online learning readiness and satisfaction with online courses among students enrolled in the Early Childhood Teacher Education program. This quantitative study employed a survey design with Partial Least Squares Structural Equation Modeling (PLS-SEM) analysis involving 286 participants. The results of PLS-SEM indicate that satisfaction with online courses is significantly influenced by several factors. Learning motivation (0.265) emerges as the most important predictor of online course satisfaction, followed by student control (0.257), computer/internet self-efficacy (0.210), online communication self-efficacy (0.159), and the independent learning factor (0.114). This information ensures that Universitas Terbuka Indonesia’s excellent services have helped distance students become better prepared for online learning and have supported the university in formulating strategic goals to achieve the highest quality of education.
Keywords—online learning readiness, online course satisfaction, early childhood education, open university student
Cite: Siti Aisyah and Erie Siti Syarah, "Early Childhood Teacher Education Students’ Online Learning Readiness and Course Satisfaction: Best Service from the Indonesian Open University," International Journal of Information and Education Technology vol. 14, no. 10, pp. 1471-1481, 2024.