Presented By: Patricia Cordero-Irizarry, Mississippi State University
Co-Authors: Justin Hall, Mississippi State University
Carley Morrison, Mississippi State University
Kirk Swortzel, Mississippi State University

This study explores students' perceptions of their online learning readiness, with a focus on interactions with in-person and online course formats, gender, and student classification level. Utilizing the Online Learning Readiness Scale (OLRS), which consists of computer/internet self-efficacy, self-directed learning, learner control, motivation for learning, and online communication self-efficacy, the research aims to understand students' perceived preparedness for the evolving online learning environment. The study was conducted with 79 undergraduate students in an agricultural education, leadership, and communication course offered in both online and in-person formats, from Fall 2023 to Spring 2024. Self-directed learning emerged as a perceived strength, while learner control was identified as a potential area for improvement. Gender differences were observed, with females scoring higher in self-directed learning, motivation for learning, and online communication self-efficacy. Additionally, the interaction between student classification level and course format significantly impacted scores for self-directed learning and learner control. These findings suggest the importance of tailoring online courses to address learner control issues, recognizing gender-specific needs, and adapting courses based on student level and delivery format. These considerations will help educators foster a more inclusive, effective, and supportive online learning experience for all students.