Abstract
The global pandemic due to the emergence of COVID-19 impacted the education sector causing the dramatic shift from conventional to flexible learning. To sustain learning continuity, online learning modality rises as a promising instructional response to the pandemic. This study utilized correlational research to explore the factors influencing the online learning self-efficacy of the 387 (57%) teacher education students. It also described the online learning self-efficacy, online readiness, coping strategies, and familiarity and capability of students to educational technology tools. The content-validated and researcher-made instrument which established an excellent reliability index (0.96), was administered via Google forms. Multiple regression analysis was employed to determine the significant predictors of the students' online learning self-efficacy. The results revealed that online readiness, coping strategies, and familiarity and capability significantly explain the variation in the student's self-efficacy to learn online. The administration and the teachers may consider the students' computer skills, reflect on their readiness for online learning, and understand their coping mechanisms in the digital classroom. These factors could be sourced out in developing instructional materials to meet the diverse needs of the students.
Highlights
The emergence of the Corona Virus Disease–2019 (COVID-19) pandemic prompted educational institutions to shift from the classroom setting to a flexible learning system
Online education is a type of distance learning that implements instruction in a virtual classroom, where the teacher and the learners can interact over the internet
To develop a scale to measure online learning readiness, Hung, Chou, Chen & Own (2010) identified five core dimensions of the said construct: self-directed learning, motivation for learning, computer and internet self-efficacy, learner’s control, and online communication self-efficacy. These dimensions are consistent with the definition of online learning readiness set forth by reference [15], who pioneered the concept of readiness for online learning
Summary
The emergence of the Corona Virus Disease–2019 (COVID-19) pandemic prompted educational institutions to shift from the classroom setting to a flexible learning system. This system is designed to provide learning options that meet the demands of students in various aspects such as accessibility and customizability. To develop a scale to measure online learning readiness, Hung, Chou, Chen & Own (2010) identified five core dimensions of the said construct: self-directed learning, motivation for learning, computer and internet self-efficacy, learner’s control, and online communication self-efficacy.
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
