This study examines the reliability and validity of a Mongolian version of the Student Online Learning Readiness (SOLR) instrument in the Mongolian context. The instrument consists of 20 items used to evaluate technical competencies, social competencies with instructor, social competencies with classmates, and communication competencies. One thousand seven hundred and eight-six undergraduate students at the National University of Mongolia in Ulaanbaatar, Mongolia, participated in this study. Data were randomly split into two groups. The four-factor structure of the SOLR instrument explained 69.355% of the variance in the pattern of relationships among the items in the first half-sample. All four competencies had high reliabilities (all Cronbach’s alpha values were .84 or higher). The validity of the four-factor structure of the Mongolian-language version of the SOLR model was confirmed with the deletion of one item that cross-loaded on multiple factors. Confirmatory factor analysis confirmed the validity of the hypothesised model of the 19-item structure of the Mongolian-language version of the SOLR instrument using the second half-sample.
- The Mon-SOLR instrument can be used to assess the online readiness of university students in Mongolia.
- The Mon-SOLR instrument consists of four dimensions to define student readiness for online learning: social competencies with an instructor, communication competencies, social competencies with classmates, and technical competencies.
- The Mon-SOLR instrument can be used to measure learners’ competencies in online learning before they take an online course.
Miyejav, I., Dorj, B., Oirov, T., & Itgel, O. (2022). Examining the reliability and validity of a Mongolian version of the student online learning readiness instrument using exploratory and confirmatory factor analysis. Journal of University Teaching & Learning Practice, 19(5). https://ro.uow.edu.au/jutlp/vol19/iss5/05