Abstract

Background: Assessing students’ learning readiness has become more important to establish on-target learning and teaching environments, particularly since blended learning and online learning are widely implemented in medical education. This study aims (1) to examine the reliability and validity of Online Learning Readiness Scale (OLRS) and (2) to identify the levels of online learning readiness for blended learning methods using virtual reality and its associations. Methods: A cross-sectional study with 102 fifth- year medical students was conducted. The data were analyzed through exploratory factor analysis and confirmatory factor analysis. Pearson correlation analysis was utilized to investigate the relationships among dimensions of OLRS. Results: The VN-version of the OLRS scale consists of 16 items in four dimensions, namely Self-directed learning - SDL, Motivation for learning - MFL, Computer & Internet self-ef ficacy - CIS, Online communication self-efficacy - OCS. Confirmatory factor analysis indicates the model fit of the OLRS scale in a blended learning course context. The composite reliability and construct validity of the scale was found to be within the acceptable range. Students showed high readiness for blended learning course, of which SDL was the dimension having the highest score of readiness, followed by MFL and CIS dimensions. There were positive correlations across all dimensions of OLRS (p<0.001). Statistically significant associations were found between gender, health professional orientation, computer self-efficacy and their experience of medical education environment and dimensions of OLRS. Conclusion: The results indicate that the OLRS is a reliable and valid measurement tool in the assessment of online learning readiness levels of blended learning course using virtual reality. It is recommended to develop a reliable scale to assess the perceptions and readiness of instructors undertaking the move to blended teaching.