Readiness of Tertiary Level Students of Holy Angel University to Enroll in Online Learning


  • Darlina B. Formoso School of Education, Holy Angel University Angeles City, Pampanga, Philippines


readiness, online learning, online learning readiness


Schools continue to enforce reforms by adapting technology in the teaching and learning process such as the use of internet in offering courses online so that students can study anytime, anywhere. However, the question persists if online learning is indeed for anybody who wishes to take advantage of this learning modality. While studies have shown that the attrition rate in online learning is higher compared to those enrolled in the traditional face-to-face program, students with high online learning readiness on the other hand have higher satisfaction and higher completion rate. Thus, this study was conducted to determine the online learning readiness of tertiary level students at Holy Angel University (HAU) based on their age, course, year level as well as their intention to enroll in an online learning mode. Results showed that HAU tertiary level students generally have moderately high readiness for online learning. Those with higher online learning readiness were female, older students as well as students in the higher year levels. Majority of the respondents would consider enrolling in online courses; although the difference with those who do not wish to enroll is minimal. Common reasons to enroll include accessibility and ease of technology use while for those who are not enrolling cites the absence of the physical presence of the teacher and the perception that online learning is not “real” learning. This study highly recommends proactive measures to address the issues and concerns of all stakeholders to ensure successful outcome for all online learning initiatives.




How to Cite

Formoso, D. B. (2017). Readiness of Tertiary Level Students of Holy Angel University to Enroll in Online Learning. Academic and Research Journal of Liberal Arts (Online), 12(23), 1–11. Retrieved from



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