Abstract
Distance learning around the world has set new requirements for educational institutions and particularly for the students. Self-efficacy is one of the essential factors for success. Self-efficacy in an online learning environment is related to the confidence in one's ability to succeed, knowledge and ability to use the technology, and the casualness of success in the new education model, which is evolving rapidly from Education 2.0. to Education 4.0. A survey was conducted among 134 students from higher educational institutions (HEIs). The results of the study demonstrate that self-assessment, emotional responses, motivation for academic success, and self-referential information of students in HEIs regarding the learning content are unstable. A rise in the knowledge and usage of various electronic devices and electronic resources has been reported along with a rise in cognitive load. There is an effect of cognitive distortion on mastering the learning content and setting more challenging goals in terms of the transition from the traditional model of learning to distance learning and on their learning competencies .
Highlights
The effectiveness of online learning is discussed mainly through the prism of technological support, learning design, methods and styles of teaching in an electronic environment, and students' academic success in higher education institutions (HEIs)
The study is based on the constructs of socio-cognitive learning theories (Bandura, 1986, 1997), selfefficacy theory (Bandura, 1997); expectancy-value theory (Eccles & Wigfield, 2002), academic selfregulation theory (Zimmerman, 1995) to identify and interpret factors that influence the self-efficacy of students in HEIs in distance learning in an electronic environment
A high degree of self-efficacy and self-acceptance has been found among the students for their future academic achievements
Summary
The effectiveness of online learning is discussed mainly through the prism of technological support, learning design, methods and styles of teaching in an electronic environment, and students' academic success in higher education institutions (HEIs). Fewer studies are found on the self-efficacy of students in HEIs and the dynamics of their learnings on Education 2.0, based on active interactions and communications to Education 3.0, based on the semantic filling of the Web and to Education 4.0., based on a mobile environment. A critical component in the online learning for students from HEIs is their self-efficacy. When the self-efficacy among students from HEIs students in online learning is high, they tend to have higher learning goals and are more committed to master the learning content
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