Illusions and revisions of online readiness: The counter-intuitive impact of rapid immersion in digital learning due to COVID-19

Participants were drawn from teacher education programs within a University in the Republic of Ireland. These included undergraduate students who were enrolled in concurrent teacher education degree programs across multiple disciplines (Technology, Sciences, Physical Education, Maths & Languages) and postgraduate students who were completing a Professional Masters in Education (PME) across multiple disciplines (Technology, Sciences, Physical Education, Maths, Music & Languages). Student teachers were invited to complete the Online Learning Readiness Scale (Hung et al. 2010) prior to their first school placement resulting in a response rate of 70%. The second group was invited to complete the same scale prior to their second school placement resulting in a response rate of 56%.