ArticleHeliyon2023
Evaluation of online learning readiness in the new distance learning normality.
Article in Heliyon, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers, 1 of them a synthesis that pooled it.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
3 citing papers in PubMed, 1 synthesis or guideline pooled it, 15 citations in OpenAlex.
- Innovative Didactic Learning Formats: Have They Improved Dental Education? A Systematic Review and Meta-Analysis.International endodontic journal · 2026Pooled it
- Development of the online course learning adjustment scale for undergraduate.BMC psychology · 2026Article
- Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
6 authors at 2 institutions in 2 countries.
Funding
No grant is acknowledged in the PubMed record.
Abstract
The COVID-19 pandemic influenced teaching and learning in higher education. The transformation towards digital education challenged Faculty and students. This research examines the online learning readiness of students in a Higher Education Institution in Mexico. Specifically, we investigated how much prior digital skills, as well as having used the digital resources available by the university, influenced their academic achievement in distance learning settings. Seven dimensions of online learning readiness were selected to evaluate the student's preparation for the online learning process. Questionnaires were applied before the start and at the end of digital courses. Follow-up tools were offered to support the student, and two groups were observed, users and non-users of the digital devices. It was observed that students who used the support developed significantly better critical thinking, problem-solving, and time organization skills than non-users. On the other hand, although the evaluations were not significantly different, the lowest averages were found in the non-user group. Our results indicate that prior training in the use of digital tools is essential for the success of online education; in the same way, a timely follow-up with technical and pedagogical assistance is necessary for developing competencies. Training more autonomous and independent students capable of distance learning in a global world demands experts in digital education urgently. Educational institutions must embrace new technologies and teaching methods to meet the ever-changing needs of students. This research is expected to play a crucial role in promoting constructive discussions and facilitating informed decisions concerning the creation of future educational models.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.