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Structural equation modeling showed all three constructs positively predict readiness, suggesting targeted development may strengthen online learning preparedness.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Karatas  \nKaramanoglu Mehmetbey University, Department of Educational Sciences, Turkey  \nORCID: 0000-0002-2867-9583  \nIbrahim Arpaci  \nTokat Gaziosmanpasa University, Department of Computer Education and Instructional Technology, Turkey  \nORCID: 0000-0001-6513-4569  \nReceived: 9 Oct 2020 Accepted: 29 Dec 2020  \nAbstract  \nThis study investigated role of the self-directed learning skills, metacognitive awareness, and 21st century skills and competences in predicting readiness for online learning during the COVID-19 pandemic. 21st Century Skills and Competences Scale, Self-Directed Learning Skills Scale, Metacognitive Awareness Inventory, and Readiness for Online Learning Scale were used to collect data from 834 prospective teachers. Structural equation modelling (SEM) results indicated that self-directed learning skills, metacognitive awareness, and 21st century skills and competences positively predict prospective teachers’ readiness for online learning. These findings suggested that enhancing prospective teachers’self-directed learning, metacognitive awareness, and 21st century skills and competences may promote their readiness for online learning.  \nKeywords: self-directed learning, metacognitive awareness, 21st century skills, readiness for online learning, teacher education  \nINTRODUCTION  \nCOVID-19 pandemic has affected all aspects of human life. One of the aspects where the effect of the pandemic is experienced intensely is education (Akat & Karatas, 2020) . From preschool to higher education, all students were negatively affected by the COVID-19 pandemic (Crawford et al., 2020) . In particular, the negative effects of the pandemic have been deeply experienced in faculties of education which train prospective teachers (Donitsa-Schmidt & Ramot, 2020) . Faculties of education in certain countries could not complete their technological transformation process that is required to provide students with online learning opportunities (Adnan & Anwar, 2020) . Further, teacher candidates also have difficulties in planning online courses and adapting learning materials for online environments (Moorhouse, 2020) . The pandemic has shown that the structure of education systems needs both technological and pedagogical improvements.  \nProspective teachers who live in low socio-economic levels have problems in adapting the online learning during the COVID-19 pandemic since they do not have required facilities such as Internet access (Leacock & Warrican, 2020) . On the other hand, having such facilities for online learning is not enough for online learning. In addition, prospective teachers are expected to adapt to the changes caused by COVID-19. Prospective teachers should have computer literacy and digital learning competencies (Kim, 2020), self-directed learning, self-regulation, and metacognition awareness skills for online learning (Bozkurt & Sharma, 2020; Hadar et al.,  \n2020) . In this regard, prospective teachers should have 21st century skills, including information and communication technologies (ICT) literacy, critical thinking, creativity and innovation, self-directed learning skills and metacognitive awareness.  \nIn order to promote participation and engagement in online learning environments, it is important to investigate key factors affecting individuals’ online learning readiness during the COVID-19 pandemic. Accordingly, the present study investigated the role of prospective teachers’ self-directed learning skills, metacognitive awareness, and 21st century skills and competences in predicting their readiness for online learning.  \nLITERATURE REVIEW  \nReadiness for Online Learning  \nE-learning readiness is the ability of any organization or individual to take advantage of e-learning (Lopes, 2007) . Yurdugül and Demir (2017) state that an individual or institution should have the necessary prior kn","cbCainIhKhtuTotU","https://ap.wps.com/l/cbCainIhKhtuTotU","pdf",439786,13,"English","# Introduction\n# Literature Review\n## Readiness for Online Learning\n## 21st Century Skills","[{\"question\":\"What did the study investigate regarding online learning readiness?\",\"answer\":\"It investigated the roles of prospective teachers’ self-directed learning skills, metacognitive awareness, and 21st century skills and competences in predicting readiness for online learning during the COVID-19 pandemic.\"},{\"question\":\"What data and methods were used in the study?\",\"answer\":\"The study collected data from 834 prospective teachers using multiple established scales and analyzed relationships using structural equation modelling (SEM).\"},{\"question\":\"What were the main findings about predictors of online learning readiness?\",\"answer\":\"Self-directed learning skills, metacognitive awareness, and 21st century skills and competences positively predicted readiness for online learning, indicating that strengthening these areas may improve preparedness.\"}]","The Role of Self-directed Learning, Metacognition, and 21st Century Skills Predicting the Readiness for Online Learning | PDF",1792089992,33]