Online Learning Self-Efficacy of Undergraduates: Evidence from A University in Sri Lanka

Abstract

Online learning started to gain popularity across the world along with the outbreak of COVID-19 pandemic. The purpose of this study is to investigate the impact of online learning self-efficacy of undergraduates on self-efficacy to complete a module online. The study predominantly focusses on the Online Learning Self Efficacy Scale (OLSS). The study was carried out based on a Sri Lankan University and data were collected from undergraduates via structured questionnaire. The study employs quantitative research methodology. The sample for the study was selected based on non-probability sampling technique using convenient sampling method. Accordingly, the final sample size consisted of 203 respondents after removing the missing data and outliers. Data were analyzed using SPSS and AMOS software. Exploratory Factor Analysis and Confirmatory Factor Analysis were carried out validate the OLSS scale in the Sri Lankan context. Moreover, path analysis was undertaken in order to test the hypotheses of the study. Accordingly, results revealed that technology use self-efficacy has an insignificant relationship with self-efficacy to complete a module online. The other three independent variables in terms of, online learning task self-efficacy, instructor and peer interaction and communication self-efficacy and thirdly self-regulation and motivation efficacy proven to have a significant impact on the dependent variable of the study.