Abstract
This research explores the sense of self-efficacy among Saudi English majors at Jeddah University during the COVID-19 pandemic, which forced all schools in Saudi Arabia to suspend face-to-face learning and, instead, use the online Blackboard platform. The study’s objectives are to determine Blackboard’s effect on Saudi learners’ self-efficacy beliefs, identify factors influencing these beliefs in the online context, and determine the relationship between self-efficacy beliefs and academic performance. Phone interviews, an online questionnaire, and online performance tests served as data collection instruments. The results indicate that urgent Blackboard use negatively affected the subjects’ self-efficacy beliefs, and there is a positive, significant relationship between academic performance and perceived self-efficacy. Among other factors, familiarity with Blackboard, technical competence, and a readiness to embrace technology strongly influenced the students’ self-efficacy beliefs. This paper also presents implications and pedagogical recommendations drawn from the results.
Highlights
1.1 Introduce the ProblemEducational specialists largely agree on the fundamental development trends that should be implemented across all educational levels to reap the benefits of, and meet the challenges posed by, the twenty-first century
As school suspension becomes a must, Saudi Arabia has pioneered the transition to virtual learning, moving to a previously established online learning mode: The Blackboard platform
It is interesting to investigate the cognitive and affective aspects of online learning among Saudi university students to better understand how the COVID-19 transition has impacted the effectiveness of their learning and to determine how their self-efficacy contributes to their academic achievements
Summary
1.1 Introduce the ProblemEducational specialists largely agree on the fundamental development trends that should be implemented across all educational levels to reap the benefits of, and meet the challenges posed by, the twenty-first century. University students, in particular, must develop the skills that will enable them to become lifelong learners, so they can adapt to changes and succeed in modern society and the labor market (Mauch et al, 2001) In this respect, the self-efficacy theory, first introduced by Bandura (1977), recommends that, to become lifelong learners, people must believe in their ability to learn effectively and to attain their educational goals. As school suspension becomes a must, Saudi Arabia has pioneered the transition to virtual learning, moving to a previously established online learning mode: The Blackboard platform It is, interesting to investigate the cognitive and affective aspects of online learning among Saudi university students to better understand how the COVID-19 transition has impacted the effectiveness of their learning and to determine how their self-efficacy contributes to their academic achievements. To gain better insights into what affects degrees of self-efficacy, factors influencing self-efficacy were foregrounded in light of the sampled learners’ statements
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