Online Communication Self-efficacy Research Articles

Investigating student’s motivation and online learning engagement through the lens of self-determination theory

PurposeThe lack of physical contact and the absence of nonverbal clues could make some learners uncomfortable interacting with others via online learning platforms. Hence, understanding the determinants of students' motivation and engagement in online learning platforms is crucial in harnessing digital technology as an enabler of unrestricted and quality learning experiences.Design/methodology/approachDrawing on the self-determination theory (SDT), this study investigates the factors associated with student’s motivation to learn (MOL) and their influence on online learning engagement (OLE). Data were collected from 228 university students from the Klang Valley region of Malaysia using the online survey method.FindingsThe results of data analysis using the partial least squares structural equation modeling indicate that self-directed learning, computer and Internet self-efficacy and online communication self-efficacy significantly influence MOL. Besides, these factors indirectly influence OLE through MOL.Originality/valueThis study adds to the SDT framework by demonstrating how students' perceptions of autonomy, competence and relatedness through online interaction relate to MOL and OLE.

The foreign language students’ readiness for online learning in response to COVID-19: A case of Malaysia

This study aimed to assess the foreign language (FL) students’ readiness due to the transition from traditional face-to-face learning to full-scale online learning during the COVID-19 pandemic in Malaysia. For data collection, an online questionnaire was used to gather data from 227 FL students from public and private universities. Online communication self-efficacy, self-directed learning, learner control, motivation of learning, and computer/internet self-efficacy are the five variables used to evaluate the students’ readiness for online learning (OLR). The results revealed that most FL students are prepared for online learning, with computer/internet self-efficacy ranking as the most important OLR component. Additionally, it was discovered that the students were confident using the internet to search for the information they required for their online courses. There were no significant variations in perceptions across all the variables according to the respondents’ gender and places of education. However, students from different program levels showed significantly contrasting opinions on self-directed learning in which the bachelor’s degree students were more ready for online learning in comparison to the diploma students. It becomes apparent that Internet connectivity also plays an important role in influencing the students’ OLR. These findings will assist Malaysian universities in mapping out consistent policies and guidelines in the curriculum and improving the quality of online learning.

Ters-yüz Sınıf Yaklaşımda Çevrimiçi Öğrenme Hazır Bulunuşluğu: Pandemi Dönemi ve Sonrası

The manifestation of the alterations witnessed across various domains consequent to the pandemic took shape as remote instruction
 within the realm of education. In this process, mostly the flipped learning model was adopted. This approach was implemented during
 the pandemic, when education was purely online, and after face to face education was reinitiated. However, learners’ readiness in learning
 environments has not been adequately researched. Hence, it was aimed to scrutinize the learner readiness in the flipped learning model
 in both online and blended instruction systems. The time-series method was utilized in the research. The study sample was assigned
 with the criterion sampling method. The study group included 51 pre-service teachers. The data were gathered at the start and end of
 the 2020 fall term and the end of the 2021 fall semester. Findings demonstrated that readiness, learner-control, internet self-efficacy and
 online communication self-efficacy levels of the students were similar. Notably, computer self-efficacy and motivation scores exhibited
 increments. On the other hand, it was found that the self-directed learning and ease of use parameters exhibited decreases. It was revealed
 that the ease of use decreased over time. The study findings would raise the understanding the learner readiness within the framework of
 flipped learning, both in fully online and blended formats, thereby enriching the educational discourse

Students’ Online Learning Adoption during an Emergency Situation: Integrating the Self-Determination and Perceived Risk Theories

By integrating self-determination theory and perceived risk theory, the current research proposes a new model to predict students’ online learning adoption during an emergency situation such as the COVID-19 pandemic. More specifically, it is aimed at exploring how online communication self-efficacy, online learning belonging, and perceived risk predict students’ online learning adoption. A printed questionnaire was developed to collect data from 487 Vietnamese students using a quota sampling method. After missing data and outliers were removed, 450 questionnaires were found to be usable for data analysis. SMARTPLS version 3.2.2 was employed to analyze PLS-SEM and test the proposed hypotheses. The study found that online communication self-efficacy and perceived risk both have direct effects on students’ online learning adoption as well as indirect effects through the partial mediating role of online learning belonging. Our study also explored that perceived risk does not play a moderation in the association between online learning belonging and students’ online learning adoption. These findings fill important gaps in the literature and provide some implications for academicians, governments, educators, and parents in fostering students’ adoption of online learning.

Are Malaysian undergraduates prepared to study online if another MCO exists?

Purpose The world after the pandemic of Covid-19 is looking at a different environment in teaching and learning and primarily being influenced by general online learning readiness. Perception towards the measurement of online learning readiness would also need to change. This study seeks to determine whether Malaysian undergraduate students are ready to study online if the Movement Control Order (MCO) is reimposed.Design/methodology/approach Using an online poll, this study analysed 299 undergraduate students from Malaysia's public and private universities. The collected data were then analysed using SmartPLS software to test the measurement model and structural equation modelling.Findings The findings of this study indicate that computer self-efficacy and self-directed learning have a substantially positive link with online learning preparedness among Malaysian undergraduate students.Research limitations/implications Findings in this study indicate that universities should draw comprehensive plans to enhance students' readiness in terms of indicators such as technology usage, technology availability, computer and internet efficacy, self-directed learning and attitude. One of the aspects that require change is online communication self-efficacy. Thus, there is a need for improvement, or this would affect undergraduates adversely, especially in the event of future MCO.Originality/value The originality of this article lies in the time frame this study was conducted, where cases of coronavirus infection are seen to increase around the world and there is a possibility that movement restrictions will be re-enforced. The findings in this study are expected to give insight to the government in the effort of the national higher education plan. By not undervaluing previous research models, this research model should give a new perspective to the academic literature on online learning among undergraduate students.

Reliability and validity assessment of the Chinese version of the online learning readiness scale (OLRS) for nursing students

BackgroundOnline education has become the new normal for higher education. Online Learning Readiness (OLR) is a prerequisite for learners' effective learning and academic achievement. However, at present, China still lacks an instrument to effectively measure nursing students' online learning readiness under the new information technology innovation. ObjectiveThis study determined the validity and reliability of the Chinese version of Online.Learning Readiness Scale (OLRS) developed by Tang and the online learning readiness (OLR) of nursing students in China. DesignA descriptive cross-sectional study was used. SettingA public medical university in southeast China. ParticipantsThis study included 465, nursing students from freshmen to seniors who attended at least one online course with the final assessment completed. MethodsThis study adopted OLRS (Tang), which was translated with the Brislin model (translation, back translation, and integration) following the authorization of the developer. Expert analysis was taken for content validity. Confirmatory Factor Analysis (CFA) was used to test the structural validity. As to the convergence validity, this study employed the Pearson correlation coefficient between OLRS (Tang) and OLRS (Hung). Besides, Cronbach's alpha coefficient was taken to evaluate the internal consistency. ResultsThe instrument showed satisfactory content validity (I-CVI = 0.80–1.00, S-CVI = 0.97). According to CFA, the structure with five factors (technology readiness, learner control, online communication self-efficacy, self-directed learning, motivation for learning) showed acceptable model fit (χ2/df 3.46, CFI 0.90, IFI 0.90, RMSEA 0.07 and SRMR 0.03). Convergence validity (r = 0.67, P < 0.01), and internal consistency (Cronbach's alpha = 0.95). In addition, the OLR of Chinese nursing students is moderate. ConclusionThe Chinese version of OLRS (Tang) proved to be an effective, reliable and relatively concise measurement instrument.

Assessing the readiness of medical students for blended learning model using virtual reality

Background: Assessing students’ learning readiness has become more important to establish on-target learning and teaching environments, particularly since blended learning and online learning are widely implemented in medical education. This study aims (1) to examine the reliability and validity of Online Learning Readiness Scale (OLRS) and (2) to identify the levels of online learning readiness for blended learning methods using virtual reality and its associations. Methods: A cross-sectional study with 102 fifthyear medical students was conducted. The data were analyzed through exploratory factor analysis and confirmatory factor analysis. Pearson correlation analysis was utilized to investigate the relationships among dimensions of OLRS. Results: The VN-version of the OLRS scale consists of 16 items in four dimensions, namely Self-directed learning - SDL, Motivation for learning - MFL, Computer &amp; Internet self-efficacy - CIS, Online communication self-efficacy - OCS. Confirmatory factor analysis indicates the model fit of the OLRS scale in a blended learning course context. The composite reliability and construct validity of the scale was found to be within the acceptable range. Students showed high readiness for blended learning course, of which SDL was the dimension having the highest score of readiness, followed by MFL and CIS dimensions. There were positive correlations across all dimensions of OLRS (p&lt;0.001). Statistically significant associations were found between gender, health professional orientation, computer self-efficacy and their experience of medical education environment and dimensions of OLRS. Conclusion: The results indicate that the OLRS is a reliable and valid measurement tool in the assessment of online learning readiness levels of blended learning course using virtual reality. It is recommended to develop a reliable scale to assess the perceptions and readiness of instructors undertaking the move to blended teaching. Key words: confirmatory factor analysis, blended learning, Online Learning Readiness Scale, virtual reality, medical education

Pre-service Teachers’ Readiness on Online Learning and their 21st Century Pedagogical Skills

This study looked at the online learning readiness and 21st century pedagogical skills among pre-service teachers of a state university in the Philippines during the school year 2021-2022. The descriptive-correlational method was applied through an adapted survey questionnaire administered to 28 pre-service teachers. The findings revealed that pre-service teachers were ready for online learning in terms of computer/internet self-efficacy, self-directed learning, learner control, motivation for learning, and online communication self-efficacy. They were also equipped with 21st century pedagogical skills such as information and communication technology skills, life-long learning skills, flexibility skills, creative problem-solving skills, and critical thinking skills. The findings also indicated a substantial relationship between the pre-service teachers’ readiness in online learning and their 21st century pedagogical skills. The study suggests that universities may create appropriate provisions to provide their faculty members with the necessary professional development training opportunities to raise awareness and improve e-pedagogical skills.

From F2F to Virtual Class: Does Online Learning Readiness Matters to Course Satisfaction and Academic Performance?

This study attempts to examine the effect of online learning readiness dimensions (Computer and internet self-efficacy, self-directed learning, learning control, learning motivation, online communication self-efficacy) on course satisfaction as well as the effect of course satisfaction and academic performance. This study develops a framework for relating academic performance to prior research and underlying theories. The sample size is 306 undergraduates in UiTM Sabah Branch consists of Kota Kinabalu and Tawau campuses. Data will go through a survey using stratified sampling from 6 different faculties and analyze with descriptive and inferential statistics. The findings suggested that (CIS) was critical for online learning and was significantly related to student achievement in online education. We also discovered that students' readiness for online learning had a significant effect on course satisfaction (CS), and that students' motivation for learning (MFL) and course satisfaction (CIS) have a direct influence on course satisfaction in terms of online learning readiness. The current study proposes some areas for future research, such as conducting a survey of lecturers who are currently participating in online education. When the pandemic is over, a mixed-methods study, such as a post-pandemic study, could be conducted.

Do vocational college students ready for online learning in post-COVID instruction?

The purpose of this research is to examine the readiness level of vocational college students for online learning according to various variables. The sample of the study included 334 (231 freshmen and 103 sophomore) students studying at a vocational college of a state university in Turkiye. Data collection tool used in the research consisted of Student Demographics Form and Online Learning Readiness Scale. Quantitative data obtained from the study were statistically analyzed with Three Factor MANOVA for independent groups. The findings showed that the average level of readiness for online learning of participants was at good extent, the dimension with the highest average was online communication self-efficacy, and with the lowest average was computer/internet self-efficacy. It was determined that the level of readiness for online learning of participants did not differ significantly according to the graduated high school, department and grade level. Readiness for online learning needs to be considered in detail to help all students use online tools for learning in order to get the most out of their post-COVID education. It is recommended that students be provided with opportunities to improve their readiness for online learning, which is necessary for them to continue their lifelong learning.

To What Extent Are Preparatory School Students Ready for Online Learning?

The aim of this study is to investigate the opinions of students enrolled at the School of Foreign Languages concerning their readiness to online learning. Method: Sequential mixed method design was used in this descriptive study. To collect data, the researcher administered Online Learning Readiness Scale (OLRS) and interview questions. As for data analysis, the data obtained from the quantitative part of the questionnaire were analyzed using descriptive statistics. For the qualitative part of the research, inductive content analysis was applied to analyze the beliefs of prep school students to ascertain their levels of online learning readiness. Findings: The results revealed that prep school students had moderate level of readiness for online learning. They indicated enhanced computer/internet and online communication self-efficacy and motivation whereas they often failed to direct and control their own online learning. Implications for Research and Practice: Bearing these findings in mind, some implications were drawn at the end of the study about the ways of increasing their online learning readiness, particularly their self-regulated learning. A final suggestion was that researchers and practitioners should seek to understand better why students generally can’t be successful at directing and controlling their own online learning.

Knowledge, Skills, and Attitudes of Faculty Members and Residents-in-Training of the Department of Rehabilitation Medicine of the Philippine General Hospital towards Virtual Learning: A Cross-sectional Study

Background and Objectives. Virtual learning has been utilized in residency programs to continue training amid the COVID-19 pandemic. This study aimed to determine the knowledge, skills, and attitudes of faculty members and residents of the Department of Rehabilitation Medicine of the Philippine General Hospital towards virtual learning.&#x0D; Method. This is a descriptive cross-sectional study. Respectively, residents and faculty members answered the Online Learning Readiness Scale (OLRS) and Faculty Readiness to Teach Online (FRTO) through Google Forms.&#x0D; Results. Twenty (20) residents and 19 faculty members participated in the study. The majority of the residents preferred asynchronous learning (50%), while faculty members preferred the hybrid mode (74%). Residents’ readiness for online learning was generally high, though problems with easy distractibility (60%) and time management (40%) were revealed. Female residents had higher online communication self-efficacy compared to males (p = 0.0367). Faculty members’ perceived attitude was significantly higher than ability in course design (p = 0.00102), time management (p = 0.00159), and technical competence (p &lt; 0.0001). Males had higher perceived ability in course design (p = 0.0320). Older age groups had lower perceived abilities in course design (p = 0.0301) and technical competence (p = 0.0371).&#x0D; Conclusion. This study revealed the levels of readiness of residents and faculty for virtual learning. Finding indicate the need to address both issues by developing programs to enhance faculty’s online teaching abilities and observing best practices to minimize problems such as distractibility. Large-scale studies with longer time frames are also recommended.

Online Teaching Barriers, Motivations, and Stress of In-Service Teachers: Renewed Challenges and Opportunities with Future Perspectives

COVID-19 has caused drastic changes to almost all aspects of daily life, with education being the center of these changes and concerns. In particular, teaching approaches have been rapidly reoriented to online versions. Although there is a growing body of literature exploring the views of education during this crisis, a critical need exists to document challenges confronting educators in online teaching. In this paper, we explore the online teaching barriers and motivations of 55 in-service teachers in the Philippines, and how these variables contributed to their perceptions of stress regarding online teaching immediately after the pandemic started. Results demonstrated that respondents’ perceptions of interest in online teaching significantly reduced their perceptions of stress regarding online teaching. However, barriers to online teaching, online communication self-efficacy, and the utility value of online teaching perceived by respondents positively predicted their perceptions of stress regarding online teaching. Furthermore, this paper discusses the future perspectives of online teaching transformation based on expectancy value and self-efficacy theories. Especially, the findings of this paper provide a first look at the stress mechanisms of in-service teachers and initial information regarding stress reduction and professional development of in-service teachers in online teaching.

Students' Online Distance Learning Readiness for Mathematics and Statistics Courses

In early January 2020, the whole world including Malaysia was threatened by the outbreak of coronavirus (Covid-19) pandemic. In Malaysia, phases of Movement Control Order (MCO) were enforced to curb the spread of Covid-19 pandemic, and because of that, educational institutions were affected where learning must be continued by modifying face-to-face learning in campus to remote Online Distance Learning (ODL) at home for all the courses offered. This study investigates any significant difference between students’ ODL readiness dimensions for mathematics/statistics courses and the influence of students’ ODL readiness dimensions on mathematics/statistics performance. This research referred to five dimensions from the Online Learning Readiness Scale (OLRS); computer and internet self-efficacy, self-directed learning, learner control, motivation for learning, and online communication self-efficacy to measure students’ ODL readiness. Data were collected from 511 students in Universiti Teknologi MARA Melaka Branch of academic session March – July 2020 who took mathematics/statistics courses online. The statistical analyses used for this study were One-way repeated analysis of variance, one-way multivariate analysis of variance (one-way MANOVA) and multiple regression analysis. Results revealed that students taking statistics course showed higher readiness scores in computer and internet self-efficacy, and self-directed learning than students taking mathematics course. The results also show that students’ mathematics/statistics performance was influenced by self-directed learning in ODL. As a conclusion, students taking statistics course were more prepared and performed better in learning through ODL than students taking mathematics course.

E-Learning Achievement of Higher Education Students: Role of Students’ Learning Readiness, Grit and Characteristics

In response to the rapid and forced transition to e-learning due to the COVID-19 pandemic, this study aims to explore the factors underlying students’ e-learning achievement. This study proposes a theoretical framework based on literature to assess the role of students’ e-learning readiness, grit, and characteristics in explaining their perceived e-learning achievement. The empirical data of 196 higher education students were collected via an online survey. Using structural equation modeling and a multigroup analysis, the findings indicated that students’ self-directed learning, learner control, motivation for learning, and online communication self-efficacy from the e-learning readiness scale, as well as the perseverance of effort from grit scale, have significantly impacted their perception on e-learning achievement. The results also highlighted significant differences between first year and higher year students in a continued effort to achieve learning, and learner control to achieve learning success. The implications of the findings and educational practice are discussed.

The Readiness Analysis of Online Learning at Undergraduate Students in Pandemic Era

At the end of 2019, the emergence of COVID-19 affected all areas of life, especially education. Since there was still no certainty when this pandemic will end, online learning was an absolute necessity which must be fulfilled by all Indonesian students. This research aimed to determine the readiness of undergraduate students in online learning during the COVID-19 pandemic. This research was a qualitative research method using closed-ended questionnaires and interviews. Subject of this research were undergraduate students at University of Muhammadiyah Prof. Dr. Hamka. The results of this study show that students’ readiness were high in computer/internet self-efficacy, self-directed learning and motivation for learning, on the dimension of learner control and online communication self-efficacy students’ readiness were moderate. It can be concluded that undergraduate students at University of Muhammadiyah Prof. Dr. Hamka ready to face online learning. Furthermore, suggestions concerning the improvement of Online Learning Readiness were also discussed in this study.

Degree Completion Nursing Students Readiness to Learn in the Online Environment in Uganda

The global call to improve the quality of healthcare, and the restructuring of job descriptions require nurses to return to school to attain the necessary qualifications. Some nursing degree completing programs available in Uganda provide blended learning which combines the traditional classroom and online learning. However, learning online requires students to be equipped with readiness competences which include computer/internet and online communication self-efficacy, self-directed learning, time management, study habits, and institutional support from peers and instructors. This quantitative arm of the study explored the self-efficacy of the readiness competences of the 226 nursing students in the degree completion programs and the predictors of readiness to learn online. Descriptive and inferential statistics were used to analyze the data. Slightly over half of the students (58%) were ready to learn online. The finding indicates a moderate level of readiness where to attain readiness category required at least 76% of the students to be ready to learn online. The students reported a high level of readiness in self-directed learning, time management, study habits, and institutional support but lower readiness levels in online communication and computer/internet self-efficacy. All competences were significantly correlated and predicted readiness, suggesting their interdependence in contributing to readiness to learn online. Computer and online communication self-efficacy were the strongest predictors of readiness to learn online, whereas self-directed learning and institutional support were the weakest. The Readiness to Learn Online Model (RLOM) predicted 88% of the readiness and therefore presumed to be very good in assessing online learning readiness. The findings necessitate the institutions to assess students before they enter the online programs and to provide resources, training and continuously persuade them to improve their self-efficacy.

Role of Technology Access and Technical Self-Efficacy Towards Lecturers’ Readiness in Blended Learning

Landscape of classroom teaching and learnings has changed Integrating information and communication technology (ICT) as a source of blended teaching and learning, either in the classroom or outside the classroom, has become one of the evolutions in classroom learning. To be part of this evolution, UTMSPACE has started to implement blended learning in teaching and learning. Therefore, the study intended to examine the readiness of UTMSPACE lecturers towards the implementation of blended learning and to explore the current practice of blended learning among the lecturers. The findings confirmed the lecturers’ readiness for blended learning implementation.&#x0D; This study also examines how personal factors affected the success of e-learning systems and provided better results. Structural equation models on the data of 101 targeted respondents showed that online communication self-efficacy, attitude, and online media are the multiple mediators between the technology access and technical usage self-efficacy and lead to increased blended learning readiness among the lecturers at UTMSPACE. It appears that despite technological factors, the lecturers with a high belief in their ability and attitude are more prepared to adopt the alternative ways of teaching and learning as they gain more experience.&#x0D; Keywords: Blended learning, UTMSPACE, readiness.

Transitioning to online learning in higher education: Influence of Awareness of COVID-19 and Self-Efficacy on Perceived Net Benefits and Intention.

The COVID-19 pandemic has disrupted existing educational systems worldwide. Due to lockdowns in several countries, the educational institutions have been directed by governments to move towards online learning. The challenge for educational institutions and faculty members is to assess the influence of various factors that would enable adoption of online learning by students in higher education. This study investigates the influence of awareness of COVID-19 (AOC19), computer & internet self-efficacy (CISE), and online communication self-efficacy (OCSE) on perceived net benefits (NB) of the students and their intention towards the online learning (INT). The study further analyzes the mediating role of students’ attitude towards online learning (ATOL). Data of 1023 students of higher education across multiple universities in India were collected and analyzed using structural equation modelling through AMOS 24 and mediation analysis through ‘PROCESS’ macro for SPSS. The findings revealed that, AOC19 positively influenced students’ NB and INT; CISE had a significant inverse relationship with NB, and partially significant positive relationship with INT; OCSE was observed to be a significant predictor of NB with positive direct relationship; ATOL had a significant full mediation among CISE and NB, and acted as significant partial mediator between CISE and INT, AOC19 and NB, AO19 and INT, OCSE and NB, and OCSE and INT. This paper would be useful for the faculty members, institutions and education technology companies in the higher education domain by enabling an understanding of the attitude, perception and intention of the students towards online learning during the COVID-19 scenario.

Dijital çağda çevirmen eğitimi: Mütercim ve Tercümanlık Bölümü öğrencileri ve çevirimiçi öğrenmede hazırbulunuşlukları

Due to Covid 19 today, most universities in Turkey have preferred online teaching methods for the courses in their programmes. Therefore, students’ readiness is important in the design and implementation of online learning. Also, their satisfaction with online courses is a necessary process for online learning applications to be successful. The aim of this study is to investigate the level of online readiness of students (1st, 2nd, and 3rd students) at Translation and Interpretation Department at Selçuk University. The data was gathered through the The Scale of Online Learning Readiness (Yurdugül and Alsancak Sırakaya, 2013) including five dimensions (18 items with a 5 point Lickert scale) as computer/Internet self-efficacy, self-directed learning, and motivation for learning, learner control, and online communication self-efficacy. The reliability coefficient of the scale was found to be Cronbach's Alpha coefficient (α = .864). The study shows that students at all class levels are familiar with the teaching in an online environment and do not have any difficulties. Also, it was found that male students had higher Online Communication Self-Efficacy levels than female students. It was determined that those aged 24 and above were more successful in managing their own learning than those in the 18-20 age groups. There was a significant difference was found between Computer and Internet Self-Efficacy sub-factor and owning a computer and it was found that those who participated in web-based training were higher in both the total and the Computer and Internet Self-Efficacy sub-factor compared to those who did not.