E-learning achievement of higher education students: role of students’ learning readiness, grit and characteristics

Abstract

In response to the rapid and forced transition to e-learning due to the COVID-19 pandemic, this study aims to explore the factors underlying students’ e-learning achievement. This study proposes a theoretical framework based on literature to assess the role of students’ e-learning readiness, grit, and characteristics in explaining their perceived e-learning achievement. The empirical data of 196 higher education students were collected via an online survey. Using structural equation modeling and a multigroup analysis, the findings indicated that students’ self-directed learning, learner control, motivation for learning, and online communication self-efficacy from the e-learning readiness scale, as well as the perseverance of effort from grit scale, have significantly impacted their perception on e-learning achievement. The results also highlighted significant differences between first year and higher year students in a continued effort to achieve learning, and learner control to achieve learning success. The implications of the findings and educational practice are discussed.