Fig 1.
Conceptual framework adapted from Holsapple and Lee-Post for online instructor e-readiness before, during and after course delivery (Glenda H. E. Gay, 2016).
Fig 2.
Conceptual framework of e-readiness factors adapted from Glenda H. E. Gay (2016) for online student/instructor e-readiness before, during and after course delivery.
Table 1.
Demographics for student respondents.
Table 2.
Demographics for teacher respondents.
Table 3.
Means (M) and Cronbach’s alpha(α) of the student e-readiness scale (N = 5914).
Table 4.
Means (M) and Cronbach’s alpha(α) of the instructor e-readiness scale (N = 1752).
Fig 3.
Student e-readiness differences with analysis of variance.
Fig 4.
Instructor e-readiness differences with analysis of variance.
Table 5.
Categories of challenges reported by students.
Table 6.
Categories of challenges reported by instructors.
Table 7.
Six most valuable online EFL learning elements from the students’ view (15 items in total).
Table 8.
Six most valuable online EFL learning elements from the instructors’ view (15 items in total).
Fig 5.
Valuable online EFL learning elements from the instructors’/students’ view.
Table 9.
Categories of recommendations reported by students.
Table 10.
Categories of recommendations reported by instructors.