Relationship between Computer Literacy and E- Readiness Among Students in the Covid-19 Pandemic

Background: In the wake of the pandemic, many parts of the world have shifted entirely to e-learning. Accordingly, universities refused to offer in-person sessions and launched virtual classes instead. This study aimed to investigate the relationship between computer literacy and e-readiness among students. Methods: In this cross-sectional study, 100 eligible female students at Yazd University in Iran were selected by means of convenience sampling. They were in the 19-21 age group and received a physical education course in the first semester of the 2020-2021 academic year. The classes were held in a virtual setting. Data collection tools were a standard computer literacy questionnaire focusing on seven ICDL standard skills, and Watkins standard questionnaire for evaluating students’ e-readiness. SPSS-23 was used to analyze the data. Descriptive statistics and the Spearman correlation coefficient were used, and the acquired P-value 0.05 was considered as the significance level. Results: There is a significant and strong relationship between computer literacy and e-readiness only in the subscale of skills and communication (0.04), but there is no significant relationship between computer literacy and other subscales of e- readiness, such as motivation (0.96), access to technology (0.68), learning ability (0.86), internet group chat (0.96), and important issues for successful learning (0.6). Conclusion: The findings of this study showed that there is a significant relationship between computer literacy and e-readiness only in the subscales of skills and communication. There is no significant relationship between computer literacy and other subscales of e-readiness. Having these skills helps the learner to acquire information and knowledge. University policymakers and planners need to pay special attention to improving computer literacy skills and increasing students’ e-readiness.