Measuring Teachers-As-Learners’ Digital Skills and Readiness to Study Online for Successful e-Learning Experience

Beetham, H. (2013). Designing for active learning in technology-rich contexts. In Beet-ham, H. & Sharpe, R. (Eds.), Rethinking pedagogy for a digital age (2^nd edition) (pp. 94–157). New York, USA: Taylor & Francis.Search in Google Scholar

Broos, A. (2005). Gender and information and communication technologies (ICT) anxiety: Male self-assurance and female hesitation. CyberPsychology & Behavior, 8(1), 21–31. doi: https://doi.org/10.1089/cpb.2005.8.2110.1089/cpb.2005.8.21Search in Google Scholar

Catalano, A. J. (2018). Measurements in distance education: A compendium of instruments, scales, and measures for evaluating online learning. New York: Routledge.10.4324/9781315229447Search in Google Scholar

Coopasami, M., Knight, S., & Pete, M. (2017). e-Learning readiness amongst nursing students at the Durban University of Technology. Health SA Gesondheid, 22, 300–306. doi: https://doi.org/10.1016/j.hsag.2017.04.00310.1016/j.hsag.2017.04.003Search in Google Scholar

Franzenburg, G. (2017). Learning from the past for the future: How to make adult education sustainable. Discourse and Communication for Sustainable Education, 8(2), 57–65. doi: https://doi.org/10.1515/dcse-2017-001510.1515/dcse-2017-0015Search in Google Scholar

Gorbunovs, A., Kapenieks, A., & Cakula, S. (2016). Self-discipline as a key indicator to improve learning outcomes in e-learning environment. Procedia – social and behavioral sciences, 231 (International Conference. Meaning in Translation: Illusion of Precision, MTIP2016, 11–13 May 2016, Riga, Latvia), 256–262. doi: https://doi.org/10.1016/j.sbspro.2016.09.10010.1016/j.sbspro.2016.09.100Search in Google Scholar

Hobbs, R., & Coiro, J. (2019). Design features of a professional development program in digital literacy. Journal of Adolescent and Adult Literacy, 62(4), 401–409. doi: https://doi.org/10.1002/jaal.90710.1002/jaal.907Search in Google Scholar

Israel, G. D. (1992). Determining sample size 1 the level of precision. University of Florida Cooperative Extension Service. Retrieved from https://www.academia.edu/21353552/Determining_Sample_Size_1Search in Google Scholar

Kapenieks, J., & Salīte, I. (2013). Action research for creating knowledge in an e-learning environment. Journal of Teacher Education for Sustainability, 14(2), 111–129.10.2478/v10099-012-0012-xSearch in Google Scholar

Kerr, M. S., Rynearson, K., & Kerr, M. C. (2006). Student characteristics for online learning success. The Internet and Higher Education, 9(2), 91–105. doi: https://doi.org/10.1016/j.iheduc.2006.03.00210.1016/j.iheduc.2006.03.002Search in Google Scholar

Lee, D. E. (2016). Study of the predictive value of the test of online learning success. San Francisko State University. Retrieved from https://sfsu-dspace.calstate.edu/bitstream/handle/10211.3/173177/AS352016EDDL44.pdf?sequence=1Search in Google Scholar

Mayer, R. E. (Ed.). (2014). The Cambridge handbook of multimedia learning (2^nd edition). New York: Cambridge University Press.10.1017/CBO9781139547369Search in Google Scholar

Mayes, T., & de Freitas, S. (2013). Technology-enhanced learning. In Beetham, H. & Sharpe, R. (Eds.), Rethinking pedagogy for a digital age (2^nd edition) (p. 324). New York, USA: Taylor & Francis. doi: https://doi.org/10.4324/978020396168110.4324/9780203961681Search in Google Scholar

Okinda, R. A. (2014). Assessing e-learning readiness at the Kenya Technical Teachers College Commonwealth of Learning CC BY SA. Retrieved from http://dspace.col.org/bitstream/handle/11599/1699/2014_JL4Dv1n3_Okinda_AssessingeLearning.pdf?sequence=1&isAllowed=ySearch in Google Scholar

Park, J.-H., Lee, E., & Bae, S. H. (2010). Factors influencing learning achievement of nursing students in e-learning. Journal of Korean Academy of Nursing, 40(2), 182–190. doi: https://doi.org/10.4040/jkan.2010.40.2.18210.4040/jkan.2010.40.2.182Search in Google Scholar

Piskurich, G. M. (2003). Preparing learners for e-learning. (R. Taff, Ed.). San Francisco, CA: Pfeiffer.Search in Google Scholar

Salīte, I. (2009). Educational action research for sustainability: Constructing a vision for the future in teacher education. Journal of Teacher Education for Sustainability, 10(1), 5–16. doi: https://doi.org/10.2478/v10099-009-0021-610.2478/v10099-009-0021-6Search in Google Scholar

Salīte, I., Drelinga, E., Iliško, Dz., Oļehnoviča, E., & Zariņa, S. (2018). Sustainability from the transdisciplinary perspective: An action research strategy for continuing education program development. Journal of Teacher Education for Sustainability, 18(2), 135–152. doi: https://doi.org/10.1515/jtes-2016-002010.1515/jtes-2016-0020Search in Google Scholar

Schwabe, M. (2019). Latvia – Country Note – TALIS 2018 Results. Volume I: Teachers and school leaders as lifelong learners. Retrieved from https://www.oecd.org/education/talis/TALIS2018_CN_LVA.pdfSearch in Google Scholar

Suwanarak, K. (2018). Self-evaluation of Thai adult learners in English writing practice. 3L: Language, Linguistics, Literature, 24(2), 95–111. doi: https://doi.org/10.17576/3L-2018-2402-0810.17576/3L-2018-2402-08Search in Google Scholar

Tsai, H.-Y. S., Shillair, R., & Cotten, S. R. (2017). Social support and “playing around”: An examination of how older adults acquire digital literacy with tablet computers. Journal of Applied Gerontology, 36(1), 29–55. doi: https://doi.org/10.1177/073346481560944010.1177/0733464815609440Search in Google Scholar

Wladis, C., & Samuels, J. (2016). Do online readiness surveys do what they claim? Validity, reliability, and subsequent student enrollment decisions. Computers & Education, 98, 39–56. doi: https://doi.org/10.1016/J.COMPEDU.2016.03.00110.1016/j.compedu.2016.03.001Search in Google Scholar

WEB (a). Central Statistical Bureau of Latvia. Education institutions and enrolment (at the beginning of the school year). Retrieved from https://www.csb.gov.lv/en/statistics/statistics-by-theme/social-conditions/education/tables/izg010/education-institutions-and-enrolment-beginningSearch in Google Scholar

WEB (b). PISA 2015 key findings for Latvia. Retrieved from http://www.oecd.org/latvia/pisa-2015-latvia.htmSearch in Google Scholar

WEB (c). National Centre for Education in Latvia. (2016). On the way to competency-based curriculum. Retrieved from https://www.izm.gov.lv/images/izglitiba_visp/Konferences_Tagad/VISC_-_Ceļā_uz_kompetenču_pieeju_mācībām.pdf (in Latvian).Search in Google Scholar

WEB (d). National Centre for Education in Latvia. (2016). Project application for European social fund competency-based curriculum. Retrieved from https://visc.gov.lv/visc/projekti/dokumenti/esf_831/20161101_apraksts.pdf (in Latvian).Search in Google Scholar

WEB (e). Ministry of Foreign Affairs in Latvia. (2018). Latest reforms. Retrieved from https://www.mfa.gov.lv/en/policy/society-integration/minority-education-in-latvia/latest-reformsSearch in Google Scholar

WEB (f). Test of online learning success (TOOLS). Retrieved from http://www.txwescetl.com/about-distance-ed/for-students/Search in Google Scholar

WEB (g). Latvian Academy of Sciences. Code of ethics for scientists – Latvijas Zinātņu Akadēmijas Vēstis. Retrieved from http://www.lasproceedings.lv/en/code-of-ethics-for-scientists/Search in Google Scholar

WEB (h). IBM SPSS software. Retrieved from https://www.ibm.com/analytics/spss-statistics-software?mhq=%27spssSearch in Google Scholar