Online Learning Self-efficacy Research Articles

Self-Regulated Learning, Online Learning Self-Efficacy, and Satisfaction Among Accounting Matriculation Students in Flipped Learning Environment

This study aims to identify the levels of Self-Regulated Learning (SRL), Online Learning Self-Efficacy (OLSE), and student satisfaction in the Flipped learning environment among Accounting matriculation program students. A total of 415 students participated as respondents in this study. The data were analysed using descriptive statistics and t-tests with the SPSS software. The overall analysis indicated that the average minimum scores for SRL among Accounting matriculation students were at a high level. The level of OLSE among Accounting matriculation students was also at a high level. Additionally, the level of student satisfaction among Accounting matriculation students in the Flipped learning environment was high. The t-test results revealed significant differences in the levels of SRL skills and OLSE among Accounting matriculation students in the Flipped learning environment based on students' gender, but no significant differences were found in the level of student satisfaction. Furthermore, the study revealed higher levels of SRL and self-efficacy among male students. Overall, this study emphasizes the need to enhance technology usage and flexibility while recognizing the importance of fostering effective SRL skills and online learning self-efficacy. The findings of this study are expected to provide valuable information, particularly in improving the implementation of Accounting learning in matriculation programs.

Male Students in Female-Dominated Study Programs: Perceived Diversity Climate in Gender-Mixed Computer-Supported Collaborative Learning

Background: Male students’ achievements in female-dominated study programs have garnered limited research attention. This study investigates the relationship between psychology students’ perceived diversity climate and their learning outcomes in a gender-mixed computer-supported collaborative learning (CSCL) course in introductory psychology. Our main hypotheses were that the diversity climate—learning outcome relationships would be stronger for male (gender minority) than for female students (gender majority). Methods: This study used data from a large sample of university first-year students at a blended learning university ( n = 1,172, 75% female) with three points of measurement in a 9-week CSCL assignment. Findings: Moderated-mediation regression analyses confirmed that students’ perceptions of the diversity climate in their CSCL group were significantly related to gains in online learning self-efficacy among male, but not female students. Furthermore, by increasing gains in self-efficacy, climate perceptions also translated into better quiz performance among male students. Contributions: This study shows that for men perceived diversity climate is a significant determinant of their individual learning outcomes. This calls for paying more attention to the minority perspectives of males in female-dominated psychological programs to better understand why this is the case.

The Correlation Between the Use of Online Learning Platforms and Undergraduate Students’ Self-Efficacy

Background: Self-efficacy and the use of learning activities in online learning platforms have been extensively researched recently and are considered factors of online learning success. However, little research empirically seeks the correlation between those variables, including in English as a foreign language (EFL) online classes. Purpose: To investigate whether there is a significant correlation between the use of online learning platforms and EFL students' self-efficacy in online learning in English classes. Method: This quantitative research used two questionnaires, i.e., the Online Learning Platform Questionnaire (OLPQ) and the Self-Efficacy Questionnaire for Online Learning (SeQoL). The use of online learning platforms measured in this study includes independent learning, virtual meetings, forum discussion, collaborative learning, and assessment; meanwhile, self-efficacy includes course completion, social interaction, academic interaction, interaction with lecturers, and the use of LMS. The sample of this research was 133 EFL students from three universities in Indonesia. The data was analyzed using Spearman's correlation at the significance level of 0.05. Results: The results show that independent learning, collaborative learning, and forum discussion correlate with most constructs of self-efficacy. Meanwhile, the results indicate no correlation between two constructs of online learning platforms, namely virtual meetings and assessments, and three constructs of self-efficacy, i.e., students’ social interaction, academic interaction, and students’ interaction with lecturers. Conclusion: This research shows that more frequent use of online learning platforms, especially those covering independent learning, collaborative learning, and forum discussion, results in higher confidence among EFL students to succeed in online learning. Suggestion: Therefore, this research suggests that lecturers consider using significant features of online learning platforms to enhance students’ self-efficacy in online EFL classes.

Students’ Online Learning Self-Efficacy during the Spread of Corona Pandemic (Covid-19) at Sultan Qaboos University

The current study targets measuring the level of online learning self-efficacy among Sultan Qaboos University students during the spread of the Corona pandemic (Covid-19). The tool adopted by this study, to measure online learning self-efficacy, is OLSES, which was developed by Zimmerman & Kulikowich (2016). OLSES has been translated into Arabic by a well experienced translator. The OLSES scale was applied to a sample of 120 male and female students studying at Sultan Qaboos University to verify its psychometric properties in terms of its validity and reliability. Following on establishing the stability and integrity of the scale, it was applied on a research sample of 1560 male and female students at the same university. The results of the study indicated a high level of online learning self-efficacy among university students. Furthermore, the study showed a significant statistical difference between male and female students in favor of female students. Meanwhile, the community of the students, in terms of rural and urban, and the type of study, whether humanitarian or practical, did not have any significant statistical difference. The number of years variable at the university indicated significant statistical differences for only time management variable with higher self-efficacy for students who studied for five years or more.

The Effect of Teacher Support on the Sustainable Online Academic Self-Efficacy of College Students: The Mediating Effect of Academic Procrastination

Academic self-efficacy is an important condition to ensure learning effectiveness and improve the sustainability of online learning quality. The present study intended to examine the relationship among online teacher support, academic procrastination, and academic self-efficacy by employing a questionnaire survey and structural equation modeling in the online learning environment. We report on survey data from N = 827 college students from China. The results showed the following: that online teacher support and its emotional, cognitive, and autonomy support dimensions have significant positive effects on academic self-efficacy, and it can predict the academic self-efficacy of college students through the mediating effect of academic procrastination. Therefore, in order to enhance the academic self-efficacy of online learners, it is crucial to increase online teacher support, provide guidance and motivation to online learners, reduce academic procrastination, and improve the emotional, cognitive, and autonomy support perceived by students in online courses and learning activities. The findings contribute to the exploration of the impact and mechanism of online teacher support regarding the academic self-efficacy of learners, providing theoretical and empirical support for enhancing academic self-efficacy in online learning and the development of a sustainable quality of teaching.

Online Learning Self-efficacy in Cardiopulmonary Physiotherapy: Perceptions of New Graduates

Background and Purpose: Rapid transition to distance learning during COVID-19 pandemic induced educators of hands-on professions to explore effectiveness of online learning. We aimed to investigate online learning self-efficacy in cardiopulmonary physiotherapy.
 Methods: Group 1 included graduates underwent only face-to-face learning while group 2 consisted of graduates underwent face-to-face and online learning. A questionnaire was developed by the authors including competencies in cardiopulmonary physiotherapy assessment and treatment skills to assess self-efficacy. The questionnaires were sent via e-mail.
 Results: Fifty-four graduates in group 1 and 82 graduates in group 2 responded to the questionnaires (response rate: 27%). No significant difference was found between groups in terms of self-efficacy in cardiopulmonary physiotherapy assessment and treatment skills. Self-efficacy in practical domain of exercise tests was higher in group 1 (p=0.021). Practical courses related to cardiopulmonary physiotherapy and type of education had negative effects on career plans in cardiopulmonary physiotherapy in group 2 (p=0.032 and p=0.001, respectively). Duration of clinical practice was positively correlated with practical cardiopulmonary physiotherapy assessment (p=0.005) and treatment (p=0.047) in group 2.
 Conclusion: Online learning seems to be a feasible option to develop adequate self-efficacy in cardiopulmonary physiotherapy. However, practical courses, type of education and duration of clinical internship are important for future career plans in cardiopulmonary physiotherapy.

Examining Varying Online Learning Experiences of College Students with Disabilities by Disability Type

ABSTRACT This study explored the varying online learning experiences of college students with disabilities, examining the relationship of disability types with accommodations, perceived usefulness of instructional methods, and online learning self-efficacy. A total of 143 undergraduate students with disabilities participated in the study. A contingency table was used to examine the relationship between the type of disability and accommodations granted. An independent sample t-test was utilized to identify significant differences in the perceived usefulness of instructional methods and online learning self-efficacy across different types of disabilities. The results revealed that students with Attention Deficit Hyperactivity Disorder (ADHD) and learning disabilities commonly sought additional test time and supplemental class notes, while those with psychological disabilities frequently requested attendance accommodations. In terms of instructional methods, students with ADHD and learning disabilities reported difficulties with reading assignments, online discussions, and e-mail communication. Conversely, students with chronic conditions (e.g. cystic fibrosis, Crohn’s Disease, Lyme Disease, etc.) perceived e-mail communication as more effective. Moreover, the study found that students with ADHD and learning disabilities exhibited a lower level of online learning self-efficacy compared to their counterparts with chronic conditions, who showed higher self-efficacy in online learning. The study finding emphasizes the importance of recognizing the unique needs of each disability type and tailoring accommodations and instructional methods accordingly.

A structural equation model of online learning: investigating self-efficacy, informal digital learning, self-regulated learning, and course satisfaction.

English as a Foreign Language (EFL) education increasingly relies on online learning, necessitating a nuanced understanding of crucial factors impacting learning experiences. This research investigates the intricate relationships among online learning self-efficacy, online self-regulated learning, informal digital learning of English (IDLE), and online course satisfaction within the unique context of EFL learners. The study involved 563 intermediate college students from various national universities in China. Structural Equation Modeling (SEM) was employed to analyze the data, providing comprehensive insights into the relationships among the identified variables. The results revealed significant insights. Both online learning self-efficacy and IDLE exhibited direct and positive influences on online course satisfaction. Furthermore, the study uncovered that online self-regulated learning acted as a partial mediator in the connection between online learning self-efficacy and IDLE with online course satisfaction. This mediation implies that learners' self-regulatory behaviors significantly affect how self-efficacy and informal digital language learning experiences impact overall satisfaction with online courses. The findings highlight the pivotal role of nurturing learners' self-efficacy beliefs, fostering IDLE, and promoting effective self-regulated learning strategies in the realm of online language learning. These initiatives are instrumental in enhancing learners' satisfaction and success in online courses. The implications of these findings for EFL instruction are substantial. By emphasizing the importance of self-efficacy, IDLE, and self-regulated learning strategies, educators can significantly contribute to creating more satisfying and successful online learning experiences for EFL students.

First-year Preservice Teachers’ Understanding of Digital Technologies and Their Digital Literacy, Efficacy, Attitude, and Online Learning Engagement: Implication for Course Design

AbstractEnsuring quality education for all students requires teachers to possess knowledge and skills in utilising digital technologies effectively for teaching and learning. This study explored how pre-service teachers (PSTs) perceive their digital attitude, efficacy, literacy, engagement, and understanding of digital technologies in an online learning environment. The study employed a mixed-methods research approach. A survey comprising Likert Scale questions and demographic information was administered to 110 PSTs from a regional university. Descriptive statistics were employed to investigate the relationship between PSTs’ understanding of digital technologies and their attitude, literacy, self-efficacy, and learning engagement in online learning. To illustrate the frequently used words in participants’ definitions of digital technologies, a ‘word cloud’ representation was utilised, accompanied by quantitative weightings of key terms. The study revealed significant connections between PST self-efficacy and their attitudes toward digital technologies, digital literacies, and learner engagement. Notably, most of the PSTs exhibited narrower definitions of digital technologies than anticipated. The implications of these findings for course design are discussed, emphasising the need to address PSTs’ perceptions of digital technologies, foster their self-efficacy, and enhance their digital literacy and engagement in online learning environments. Understanding these factors can lead to more effective integration of digital technologies in teacher education program courses, ultimately preparing future teachers for digital-age classrooms.

Online Learning Self-Efficacy: Investigation of the Factors Affecting Student Learning

The process of pandemic brought about important challenges to all the people in the world and educational institutions have also been affected directly by this unexpected situation. It has also revealed the significance of online education and the use of technological tools for educational purposes. In this context, this study aims to investigate the learners’ online learning self-efficacy within the scope of demographic variables and it also attempted to identify the perceptions of students related to tha factors that influenced their online learning self-efficacy. According to the quantitative findings, the participants’ self-reported online self-efficacy levels were found to be quite high. Even though no statistically significant relationship was found between learners’ online self-efficacy and gender, age and school level were found to be statistically significant variables.When the qualitative findings were taken into account, itt was found out during interviews that, learners mentioned some negative and positive factors affecting their online learning self-efficacy. Support they obtained through their course instructors and resources presented to them were revealed as enabling factors whereas technical issues and motivation problems were listed as disabling factors.

The effects of online learning self-efficacy and attitude toward online learning in predicting academic performance: The case of online prospective mathematics teachers

This study aims to discover if Online Learning Self-Efficacy (OLSE) and attitude toward online learning (AOL) significantly predict the academic performance (AP) among Turkish prospective mathematics teachers. Unlike the studies conducted in the literature, online learning self-efficacy and attitude towards online learning as predictor variables were included in the study and both quantitative and qualitative data were collected. The study included 1075 prospective mathematics teachers’ responses in the analysis. The Pearson correlation was employed to determine how strongly OLSE, AOL, and AP are related. Results indicated that OLSE and AOL influenced the level of AP. Also, the multiple regression aimed to predict AP based on OLSE and AOL, and this model explained 44.6% of the variance in AP. The beta weights demonstrated that OLSE and AOL (OLSE β = .36, t(1072) = 9.705, p < .001, and AOL β = .34, t(1072) = 9.176, p < .001) significantly contributed to the model. The results showed that the level of academic performance can be predicted by online learning self-efficacy and attitude toward online learning. In addition, this study revealed the factors that have favorable and adverse effects on the academic performance of prospective mathematics teachers to gain more extensive information. Under the theme of negative factors, there were 7 codes. The results obtained from the study can be a guide for practitioners, policy makers and teachers to take the necessary precautions for the effective execution of the distance education process.
 Received: 4 October 2021Accepted: 27 June 2023

Characteristics of Filipino Online Learners: A Survey of Science Education Students’ Engagement, Self-Regulation, and Self-Efficacy

Online education allows learners to develop knowledge and skills flexibly and conveniently—an observation made among students whose characteristics involve student engagement, self-regulation, and self-efficacy. However, studies characterizing Filipino online learners seem to be lacking. This study aimed to characterize science education tertiary students in the Philippines concerning their online student engagement (OSE), self-regulated learning (SRL), and online learning self-efficacy (OLSE). The unprecedented events brought about by the COVID-19 pandemic also urged the implementation of online modalities, yet there is still no available information on students’ online learning profiles. Hence, we conducted survey research using an ex post facto approach to determine the effects of demographic profiles on OSE, SRL, and OLSE. The survey was completed by N = 373 respondents who answered the questionnaire, with informed consent administered via Google Forms. The results revealed that OSE indicators moderately characterized the students, while SRL and OLSE indicators accurately described them, as substantiated by the overall means of M = 3.85 (SD = 0.90), M = 3.86 (SD = 0.92), and M = 3.14 (SD = 0.73), respectively. Also, multivariate tests showed no significant effects among the independent groups (p > 0.05), except for a gender and OLSE interaction (p < 0.05), so only for OLSEE was a significant difference found in terms of gender. In conclusion, Filipino online learners have moderate characteristics across the aspects of student engagement, self-regulation, and self-efficacy.

Factors associated with nursing students' online learning self-efficacy: A descriptive cross-sectional study

BackgroundWhen compared to face-to-face education, nursing students in online education should be highly motivated and self-disciplined. Therefore, revealing the factors associated with the online learning self-efficacy of nursing students is fundamental. AimThis descriptive cross-sectional study examined nursing students' online learning self-efficacy levels and associated factors. MethodsThis study was conducted with a total of 632 undergraduate nursing students and took place between February and April of the 2020–2021 academic year in Turkey. A questionnaire including sociodemographic characteristics, features of online learning, and the “Online Learning Self-Efficacy Scale” was used to collect data. Data were analyzed using descriptive statistical methods, t-tests in independent groups to test for differences between groups, Pearson Correlation, One-Way Variance (ANOVA), Tukey, and multiple linear regression analysis. ResultsThe mean score of nursing students in the Online Learning Self-Efficacy Scale was 74.54 ± 14.42 (min-max: 22–105). Factors associated with the online self-efficacy level of nursing students were: being female, using computers/tablets or more than one technological device in online education, the belief that online education offers the advantage of more study time, the belief that online education prevents time lost by commuting, frequency of attending online courses, satisfaction level with online education, and technology usage skill level. These factors explained 55 % of variance. DiscussionSome factors related to students studying in different disciplines affect students' self-efficacy in online education. ConclusionNursing students' online learning self-efficacy skills can be enhanced by creating positive learning online environments and offering support in the use of online technologies.

Online Learning Self-Efficacy in Using Technology among Turkish and Kazakh EFL Teachers

Online Learning Self-Efficacy in Using Technology among Turkish and Kazakh EFL Teachers

Level of self-efficacy among skill-based allied health students in the University of Santo Tomas-Enriched Virtual Mode of learning: A cross-sectional study.

Self-efficacy expresses a learner's perception of how well they can do in the online academic setting. Although students' academic successes can be measured by online learning self-efficacy, there is a scarcity of evidence targeted toward allied health students. The primary aim of this study is to determine the level of online self-efficacy among students from skill-based allied health programs. The secondary aim is to correlate online self-efficacy with age, sex, year level, and program of the students. This cross-sectional analytic study utilized the Online Learning Self-Efficacy Scale (OLSE) to determine students' level of self-efficacy via a survey conducted with students who underwent the Enriched Virtual Mode of learning. Descriptive statistics was used to characterize the study participants, describe the level of self-efficacy, and compare the subscales of OLSE. Inferential statistics using Spearman's rho was performed to determine the correlation. A total of 117 respondents with a mean age ± SD of 20.59 ± 0.11 years old, predominantly female (71%) were included in the study. The students from allied health programs had an online self-efficacy overall mean score of 3.83 (; range 2.64-5.00) with the use of technology subscales weighted the highest mean score (4.24). Females have a higher average OLSE score (, ) compared to males. Significant correlation was found between OLSE scores to sex (, ) and year level (, ) while nonsignificant correlation was found between OLSE scores to the program (, ) and age (, ). Students of allied health programs generally have a very good level of online self-efficacy. This study assists educators in developing proactive strategies and approaches to promote students' self-confidence across all domains and encourage them to adopt a dynamic remote learning-based approach. Educational institutions should use this opportunity to assess how well they have implemented remote learning to ensure educational continuity, especially in times of crisis.

Examining Demographic Differences in Online Learning Self-Efficacy and Online Self-Regulated Learning

Examining Demographic Differences in Online Learning Self-Efficacy and Online Self-Regulated Learning

The relationship between online learning self-efficacy, informal digital learning of English, and student engagement in online classes: the mediating role of social presence.

This study investigates the interplay between Online Learning Self-Efficacy (OLSE), Informal Digital Learning of English (IDLE), student engagement in online classes, and the mediating effect of Social Presence (SP) among intermediate Chinese English as a Foreign Language (EFL) students. The research sample consisted of 389 participants enrolled in online English courses within a chain of language schools. Data collection involved the use of validated scales to assess OLSE, IDLE, SP, and online student engagement. Structural Equation Modeling (SEM) was employed for data analysis. The findings revealed direct influences of OLSE and SP on online student engagement. Additionally, IDLE exhibited a positive impact on online student engagement, with a partial mediation effect through SP. This suggests that informal digital English learning significantly contributes to students' engagement in online classes, with this influence being facilitated by the sense of social presence experienced by students during virtual interactions. This research underscores the importance of OLSE, IDLE, and SP in shaping student engagement within online learning environments. The results highlight that fostering informal digital English learning can enhance students' active participation in online courses, with SP serving as a key mediator in this relationship. These insights provide valuable guidance for educators and institutions seeking to improve student engagement in online educational settings.

A New Perspective to University Students' Online Learning Self-Efficacy: A Structural Equation Modeling

The aim of this paper is to examine the relationship between university students' online learning self-efficacy and academic self-efficacy using structural equation modeling and to create a statistically significant model for online learning self-efficacy. In the study, the cross-sectional survey model, one of the quantitative research methods, was used. The sample of the study consists of 322 university students studying in various programs and at different grade levels in the faculty of education in the 2022-2023 academic year. Demographic information form, academic self-efficacy scale, student’s engagement scale in online learning environments, online learning systems acceptance scale and online learning self-efficacy scale were used as data collection tools. The results obtained from the study indicated that academic self-efficacy had a positive and significant effect on student’s engagement in online learning environments and online learning systems acceptance, while student’s engagement in online learning environments and online learning systems acceptance had a positive and significant effect on online learning self-efficacy. In addition, academic self-efficacy was a stronger predictor for student’s engagement in online learning environments, and student’s engagement in online learning environments was a stronger predictor for online learning self-efficacy.

ENGINEERING STUDENTS’ SELF-EFFICACY IN HIGHER EDUCATION: A REVIEW OF THE LITERATURE

Using the Systematic Quantitative Literature Review method, this paper reviewed the literature related to engineering students’ self-efficacy in higher education from 2010 to 2020 to evaluate the existing research and suggest directions for future work. One hundred and thirty-five articles were selected for the review of the most popular research topics and four patterns of the distribution of studies, namely countries, methods, and study samples. The most popular research topics worldwide were learning performance and self-efficacy, self-efficacy and gender/race, preservice teachers’ self-efficacy, and self-efficacy and entrepreneurship. Few articles investigated engineering students’ self-efficacy in English language learning, online learning, or E-learning in the last decade. Most reviewed studies were either conducted in the USA or high-income countries and administered in single research settings. Quantitative methods outnumbered qualitative or mixed-method research. Undergraduates were the most researched participants, followed by a mix of graduates and postgraduates. The review includes only articles but not presentation papers, dissertations, and book chapters, thereby reducing the coverage of the existing research on engineering students’ self-efficacy in higher education.

Self-Efficacy Of Pre-Service Teachers In Remote Learning: Its Relation To Their Online Learning Performance

The Philippine higher education has been driven by the urgency of alternative learning modalities from traditional to flexible teaching and learning due to COVID-19. With the challenge that the pandemic has brought to higher education, students’ online learning performance becomes the primary concern of all institutions. There is a serious need for an assurance that students are able to sustain self-efficacy in an online learning environment considering the demands and pressures for them to succeed in their academic performance. This constancy ushered the researchers to prove whether the 4th year Pre- service Teachers of Bachelor of Elementary Education and Bachelor of Secondary Education Major in English, Science and Math of the College of Teacher Education at Cagayan State University-Aparri Campus have positive self-efficacy and readiness level in the remote learning and to know its relationship to the success of their academic performance. The research utilized the quantitative method, specifically using a descriptive- correlational research design. Data were gathered with the three part questionnaire instruments: the demographic profile of students; the Online Learning Self-efficacy Scale (OLSES); and the Online Learning Readiness Scale (OLRS) with the main authors consent. Findings revealed that motivation to learn directly and significantly influences pre-service teachers’ online learning performance.