This review examines 12 years of research by focusing on the following question: What are the factors that influence self-efficacy in an online learning environment? There has been a plethora of research concerning self-efficacy. However, few works have focused on the sources of self-efficacy in online-learning environments. Systematic searches of numerous online data-bases published between 2005 and 2017, which covered factors influencing self-efficacy in online learning context, resulted in the investigation of 25 studies. The data were extracted, organized and analyzed using a narrative synthesis. Results revealed that various factors improved self-efficacy and provided evidence of significant sources of self-efficacy in the context of online learning. Moreover, the investigation provides guidance for further research in designing online learning environments to enhance the self-efficacy of learners.

Abstract-This research aims to study Thai university library and information sciences instructors' and students' opinions on teaching and learning environments for the development of digital literacy skills. The research tools included digital literacy self-assessment and in-depth interviews. The findings indicate that 400 students from across Thailand considered their abilities for digital tools usage good and that they considered their information and digital transformation skills to be at an intermediate level. Interviews with the instructors revealed information about teaching environments, problems and obstacles, and the interviews indicated alternative methods for Information Sciences students' digital literacy development.Index Terms-Digital literacy, instructional design, information sciences, higher education.

Digital literacy is important because it is the underpinning influence that sustains an individual’s competent and purposeful use of digital technology in education. Having digital literacy requires more than just the technical ability to operate digital devices properly; it also comprises a variety of skills that are utilized in executing tasks in digital environments, such as information skills, socio-emotional skills, cognitive skills and reproduction skills that the learner needs to master in order to use digital environments effectively. This research aim is to propose a learning process model to enhance digital literacy using critical inquiry through digital storytelling (CIDST). The research methodology was divided into two phases: the first phase involves document analysis and synthesis to develop the learning process model and the second phase involves evaluating the suitable learning model by experts. From the results, we anticipate that our learning process model could be used for reference on the part of teachers planning and implementing instructional activities to enhance the digital literacy of undergraduate students.

No abstract

Objectives of this research study were to investigate the correlation and forecast the independent variables of the correlation of opinions regarding open learning, collaboration, creative problem solving and usage level of teaching and learning media for graduate students in Thailand. It was a quantitative research study which used a questionnaire to collect data. The question items in the instrument were check listed and a rating scale was established which had been approved for validity by an expert. The samples consisted of 419 higher education students from 16 universities using correlation analysis and multiple regression analysis. Research Findings 1 determined: Open learning was positively related to team working and willingness to work with others, group discussion behaviors, usage of teaching and learning media, and creative problem solving abilities. The highest results included the correlation of group discussion and creative problem solving abilities at 609**. Finding 2 included: Applied statistics methods including coefficient correlation analysis and multiple regression analysis were used to analyze open learning, group behavior, usage of teaching and learning media, creative problem solving abilities and resulted with the forecast equation showing creative problem solving abilities = .524, open learning = +.111, team working = + .317 , duty to work with others = + .099, group discussion behavior = * + .371, usage level of teaching and learning media = +. 087

Abstract-Unequal access to higher education institutions (HEIs) on the basis of gender, economic and social status, location of residence, and inadequate prior schooling are all continuing to challenge many Asian nations. Open educational resources (OER) are one example of an innovative approach to educational technology which opens up opportunities to create, share, and facilitate teaching and learning. Embedding OER within University Social Responsibility (USR) is a key element for fostering transparency in educational learning processes, fulfilling higher education institutions (HEIs) social responsibility mission, and helping the establishment of a new sustainable development model for education. This study examined university managers' opinions and attitudes toward current OER and USR practice, particularly focused on Thai HEIs systems. A paper-based survey was deployed to three Thai HEIs systems including: (1) the Universities System (US), (2) the Rajabhat Universities System (RUS), and (3) the Rajamangala Universities of Technology System (RUTS). Forty-four university managers participated in this study. The findings of this study provide benefits to scholars in the field of educational technology and university policy and administration, with regard to supporting existing educational strategy planning and perhaps moving educational policy development further along. Future research can be looked at from the differing angles of the growing OER and USR movements allowing for individual, institutional, and country-level contributions..  Index Terms-Open educational resources, university social responsibility, OERs, USR, policy and strategic planning.

No abstract

This study was conducted to develop a smartphone application to enhance self-efficacy for online learning. The theory of planned behaviour (TPB) was used as a framework for developing the smartphone app. The study used research and design (R&amp;D) through three phases: 1)<strong> </strong>examining relevant literature and interviewing recognized experts in the field, 2) developing the smartphone app, and 3) studying the effect of the smartphone app on the self-efficacy of online learners. The results demonstrated that the framework of the smartphone application based on the TPB comprised six components. They were 1) the TPB’s concept for online learning, 2) instructional process, 3) instructional support tools, 4) application features, 5) instructor’s role, and 6) learner’s role. For technical aspects, the smartphone app was developed and deployed by using Amazon Web Service (AWS) cloud computing platform and infrastructure. Studying the effect of the application on self-efficacy was performed for four weeks using two groups in a pre-test/post-test design. The research method involved purposive sampling of 180 undergraduate students, consisting of a 90-student experimental group and a 90-student control group. The application based on the TPB and the application without the TPB were implemented in the experimental group and the control group, respectively. The results demonstrated that the post-test score of self-efficacy in online learning for the experimental group was statistically significantly higher than the control group at 0.05 level. This result showed that the smartphone app based on the TPB could significantly affect self-efficacy for online learners; it has the potential to be an effective tool for teaching an online course.