Abstract

• The main purpose of this study was to investigate pre-service teachers’ online learning readiness. This study was a quantitative survey and a simple random sampling technique was used. A total of 600 pre-service teachers (2022-2023 AY) from Yangon University of Education participated in this study. Online Learning Readiness Scale (Hung, 2010) was used and participants indicated their opinions by using five-point Likert scales. Data from the questionnaires were coded and analyzed by using descriptive statistics, independent samples t-test and one-way analysis of variance (ANOVA). Descriptive statistics stated that the mean percentages of pre-service teachers’ self-directed learning (78.44%) was found to be the highest and that of pre-service teachers’ online communication self-efficacy (69.46 %) was the lowest. Regarding gender, the mean scores of male pre-service teachers is greater than that of females and significant difference was found on overall scale as well as four subscales such as computer/internet self-efficacy, learner control, motivation for learning and online communication self-efficacy. ANOVA results of education level showed that the fifth year pre-service teachers exhibited a great significant readiness in all dimensions of online learning readiness. Moreover, the older pre-service teachers showed significantly higher readiness than younger pre-service teachers in overall online learning readiness, computer/internet self-efficacy, self-directed learning and learner control. Then, the online learning readiness of the pre-service teachers did not differ significantly in the duration of the internet use. Finally, pre service teachers who have attended the online training possess higher online learning readiness in the computer and internet self-efficacy than the participants who have not attended the online training. This study made the contribution that policy makers in higher education institutions should prepare a comprehensive plan focusing on not only teaching and learning strategies, online activities and examinations but also finding ways to improve the students’ readiness for online learning. In addition, government should give support such as establishing infrastructure, professional training and finance to ensure the quality of online education system.