This article examines the level of readiness for online learning among applicants seeking admission to distance bachelor’s degree programs at UNAM, based on the idea that success in distance education depends on competencies such as self-regulation, time management, technology use, and communication.
To do so, the authors adapt the Student Readiness for Online Learning (SROL) questionnaire into Spanish (through back-translation) and apply it over three years to a large sample of 32,789 applicants. The goal is not only to describe applicants’ readiness, but also to provide evidence of the instrument’s validity and reliability in a Latin American context.
The results show a consistent structure of “readiness” based on three factors: autonomous learning, use of technological tools, and communication in virtual environments. Overall, only 40.4% of applicants reach a “very high” level of readiness; moreover, a clear gap appears between what applicants consider important and how confident they feel about doing it, especially regarding autonomous learning (high perceived importance but lower execution confidence).
It is also notable that asking classmates for help and peer communication are seen as the least important aspects and the ones applicants feel least confident about, suggesting a weakness in their understanding of collaborative learning online.
The conclusion is clear and carries institutional implications: a large portion of applicants may face real difficulties in distance learning due to shortcomings in self-discipline, studying without distractions, and effective study habits, rather than technical issues. The study also provides a weighted readiness indicator (not a simple sum of items), which can be useful for diagnosis and preventive actions such as preparatory courses, support strategies, and early identification of at-risk students.
Overall, the research reinforces the need for universities not to assume “automatic readiness” for digital learning, but instead to explicitly develop autonomous learning skills and academic communication in virtual environments.
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How to Cite: Hernández-Gutiérrez, M., García-Minjares, M., & Sánchez-Mendiola, M. (2025). Level of readiness for online learning in applicants to distance Higher Education. RIED-Revista Iberoamericana de Educación a Distancia, 28(1), 291–321. https://doi.org/10.5944/ried.28.1.41539
