Özet:

Purpose: Technological advancement, which started with the Industrial Revolution, accelerated by the end of the 20th century. These developments created radical changes not only in working life but also in our social and cultural lives. The need for people to constantly learn new things in order to keep up with these changes created the concept of lifelong learning. In addition, the concept of distance education has been in our lives in various forms for many years. Especially after the 2000s, internet-based distance education, ie., online education, has become quite common. Readiness for online learning emerged as one of the important factors affecting the efficiency of online learning. In this study, the relationship between lifelong learning and readiness for online learning was examined. Design/Methodology/Approach: For this purpose, Lifelong Learning and Online Learning Readiness scales were administered to university students. In total, 390 students from different universities and departments participated in the research. Findings: With the data obtained, it was tried to determine if lifelong learning had a significant effect on the sub-dimensions of readiness for online learning. In addition, determining if the gender and the type of education program had a significant effect on these two concepts constitutes the sub-objective of the research. Highlights: The findings showed that there was a significant and positive relationship between the sub-dimensions of readiness for online learning and lifelong learning. On the other hand, it was observed that women were better than men and postgraduate students were better than other students in terms of both readiness for lifelong learning and online learning.

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