Online learning readiness, phubbing and sofalizing levels of pre-service teachers amidst pandemic

Abstract

With the effect of the pandemic, online learning has gained importance. In addition, due to restrictions, individuals’ behavior with digital tools has begun to change. Thus, the present study examines online learning readiness, phubbing, and sofalizing behavior in pre-service teachers and the correlations between these variables in a completely online instruction environment. A correlational design was adopted in the study. The study was carried out with 130 pre-service teachers. The data were collected with the E-Learning Readiness Scale for College Students, the Generic Scale of Phubbing, the Generic Scale of Being Phubbed, and the Sofalizing Scale. The data collection process was conducted at the end of the 2020-2021 academic year fall semester. The study findings demonstrated that the readiness of pre-service teachers for online learning readiness was high. However, the findings for phubbing, being phubbed, and sofalizing scales were inversely low. There were no differences between the variables based on gender. There was a difference only in being phubbed scores based on department. In the study, a significant correlation was found between phubbing, being phubbed and sofalizing. However, no correlation was determined between these variables and online learning readiness. It was suggested that the study findings could contribute to future research on online learning readiness, phubbing, and sofalizing variables.