2. 1) INTRODUCTION 2) METHODOLOGY 3) FINDINGS 4) DISCUSSION 5) CONCLUSION

3. The benefits of e-Learning not being concerned about students’ physical attendance because materials are posted online for students to retrieve at anytime. Other advantages are that instructors could be able to update materials and resources instantly, track student discussion progress, push the discussion forward by questioning, and inspire students to engage more by introducing new relevant perspectives (Gunga & Richetts, 2007).

4. In order to benefit from e-learning, it is necessary to consider up-front analysis to assess the readiness of prospective e-learning implementation (Aydın & Tasci, 2005). Any of the implementations approaches an institution chooses depends on the level of readiness in terms of the budget, infrastructure and human resources such as experience, skills, knowledge and attitude (Karim & Hashim, 2004)..

5. The Institute of Physical Education, Chumphon Campus has started implementing e-Learning since 2005. Initially, e-Learning was used as supplementary media for learning of the students in addition to their normal classroom. After that social online network has been adopted to enhance efficiency in the education. Now the form of teaching and learning has been transformed into integration of classroom teaching and online learning. Most students were found to be satisfied with this form of learning management.

6. In order to prepare readiness in utilizing e-Learning successfully, the researcher is interested in conducting a study to assess readiness of the students for e-Learning.

7. The purposes of this study were 1)to investigate the e-Learning readiness of students of Institute of Physical Education, Chumphon Campus 2) to compare students’ e-Learning readiness based upon their faculty and year of education.

8. The hypotheses of this study 1) students were difference faculty statically significant difference in e-Learning readiness. 2) students were difference year of education statically significant difference in e-Learning readiness.

10. 1) Population were 565 students, in the 1 st to 4 th year of education, studying in Institute of Physical Education Chumphon, the first semester of 2014 academic year. 2) The samples were 341 undergraduate students enrolled for the first semester of 2014 academic year at Institute of Physical Education, Chumphon Campus in the 1 st to 4 th year of education by stratified random sampling in each their. The size of sample is based on Krejcie and Morgan (1970: 608) which was showed on the table 1

11. The research instrument was applied by the Assessing Readiness for e-Learning of Watkins, Leigh and Triner (2004), totally 27 items in six aspects: 1)Technology Access, 2)Online Skill and Relationships, 3)Motivation, 4)Online Audio / Video, 5)Internet Discussions and 6) Importance to your success. The questionnaire was try out for 30 students who are non-sample group for defining reliability by Co-efficients method and we found that the questionnaire shows reliability of 0.81.

12. The participants responded to the questionnaire on their own at URL address is http://www.ipecp.ac.th. The data were collected from 15 September – 15 October 2014 for 341 respondents with 100 %.

13. The statistics are used for analyzing as following: 1)percentage for analyzing the respondents’ status 2)Means and Standard Deviation for analyzing students’ e-Learning readiness. by considering the mean as follows: Mean range Level of e-Learning readiness 4.51 - 5.00very high 3.51 - 4.50high 2.51 - 3.50moderate 1.51 – 2.50low 1.00 1.50 very low 3) One way ANOVA for testing mean difference to compare students’ e- Learning readiness with their faculty and year of education. Once the difference shows the statistical significance of 0.05, we use Scheffe’ method for the test as well.

15. The participants, the most are first year students with 36.10%, and belongs to the Faculty of Education with 56.90%. The results revealed the following: 1) Overall, the e-Learning readiness of students of the Institute of Physical Education,Chumphon Campus were at a high level. (As shown in Table 2)

16. 2) Students of different faculties were found to be in significantly different in terms of their readiness level, at the significance level of 0.05. (As shown in Table 3)

17. 3) Students of different years of education were found to have significantly different levels of e-Learning readiness at the significance level of 0.05. The 2 nd -year and 3 rd -year students were more ready for e-Learning than the 1 st -year students. (As shown in Table 4- 5)

19. 1.The students of the Institute of Physical Education, Chumphon Campus, in the overall, had a high level of readiness for e-Learning.When considering at each aspect, the students were found to be ready for e-Learning at a high level in all aspects. These results correspond to the study of Jitsupa J., Ninsook P., and Songsom N.(2013); Hung, Chou, Chen, and Own (2010) and oyhers, which was conducted with a similar group of students. This can be explained that it was because the Institute’s students were undergrads with 18-22 years old. They are considered a group of late teenagers. These students tend to open to new technologies and want to connect with friends. Therefore, they give importance to using new technologies for communicating with their friends (Whitbeck et.al. 2012). As a result, their overall readiness levels for each aspect and the overall aspect of e-Learning were at a high level.

20. 2. Students of different faculties were found to be in significantly different in terms of their readiness level for e-Learning, at the significance level of.05. This finding contradicts with the established hypothesis. The cause might be because all the 3 faculties of the Institute open a course in sports and recreation. Therefore, their students did not have different readiness levels for e-Learning.

21. 3. Students of different years of education were found to have significantly different levels of e-Learning readiness at the significance level of 0.05. This result is compliant with the established hypothesis. The 2 nd - year and 3 rd -year students were more ready for e-Learning than the 1st-year students. This is in agreement with some part of the study of Jitsupa J., Ninsook P., and Songsom N. (2013), which was conducted on readiness for e-Learning of undergraduate students in the Information Technology Department. The finding also complies with the study result of Petchsook R., Jitsupa J, Ninsook P.(2014), conducted on readiness for e-Learning of the Nurse students in Suan Dusit Rajabhat University. Their study found that the students of different class years had different levels of readiness for e-Learning at the significance level of 0.05. This is believed to be because of their different experiences, which also resulted in their different levels of readiness.

23. The students of the Institute of Physical Education, Chumphon Campus were found to have a high level of readiness for e-Learning in all aspects. Therefore, the administrators and relevant personnel should utilize these results for determining policies to improve teaching and learning by promoting e-Learning seriously for maximum efficiency of the education. In addition, teachers should integrate e-Learning into their teaching by making it appropriate with each normal classroom course. For example, students should be encouraged to use e-Learning for discussing their learning results after each class. Teachers may also provide additional lessons for students to study in advance before learning in the regular class.

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