Examining preservice teachers' levels of self-efficacy perceptions regarding Web

Abstract

PurposeThis study aims to focus on how preservice teachers' academic achievements, their frequencies of connecting to the distance learning management system, their gender and the related sub-scales influence their Web-based self-efficacies (WEB-PCK) and their attitudes towards distance education (WBI).Design/methodology/approachIn the study, the structural equality model was used. In the path analysis, the maximum likelihood estimation method was used to predict the parameters of the model. This method allows determining the highest values for the population and the probability of the sample value to occur.FindingsIt was found that the sub-scale of Web communication (WEB-C) had a high level of direct and positive influence on the male preservice teachers' self-efficacy perceptions. As for the female preservice teachers, WEB-C did not have any direct influence on their self-efficacy perceptions. For the male preservice teachers, Web pedagogy (WEB-PC) had positive influence on their self-efficacy perceptions (β = 0.193), while the sub-scale of WEB-PC had a high level of influence on the female preservice teachers' self-efficacy perceptions (β = 0.534).Originality/valueIn the study, the purpose of was to examine the effects of the attitudes of the preservice teachers towards Web general (WEB-G), Web-Communication (WEB-C), Web pedagogical knowledge (WEB-PK), Web pedagogical self-efficacy (WEB-PCK) and Web-based instruction (WBI) with the help of the structural equation model with respect to gender, frequency of connection to the internet and academic achievement grades.

Factors affecting misinformation combating intention in Pakistan during COVID-19

“…Bandura (1977) considered self-efficacy as a belief in person's abilities to perform a behavior required to produce outcomes with success. Prior studies applied the concept to measure social media self-efficacy and online information evaluation skills, Internet self-efficacy (Hamdan et al, 2021), web self-efficacy (Basaran and Yalman, 2020) and computer self-efficacy (Ebijuwa and Mabawonku, 2019). Long ago, Fitzgerald (1997) highlighted the need of evaluating online information due to the presence of misinformation on the Internet.…”

Academics' attitudes towards online education amidst the Covid-19 outbreak

“…E.g. it requires computer literacy, online compatible curricula, time management skills, special training and high willingness (Basaran and Yalman, 2020; Paliwal and Singh, 2021). Distance learning becomes more effective if it involves active learner-learner interactions, learner-content interactions and learner-instruction interactions (Moore, 1989).…”

“…Feeling of self-efficacy means perceived ability and confidence of themself to perform a specific task (Basaran and Yalman, 2020), and it is influenced by once eventual beliefs about their competencies (Puzziferro, 2008). Concerning self-efficacy in online learning, a person's personality types determine the level of active participation in the online learning process.…”

“…Many studies have been undertaken to discuss the context of online education from the students' perspectives, such as the adaptation intention of students for an online class (Maheshwari, 2021), students' perspective of e-learning participation (Nikou and Maslov, 2021), student perception and performance (Adam and Nel, 2009), student' satisfaction with e-learning (Al-hawari and Mouakket, 2010;Al-Samarraie et al, 2018), student engagement (Basbeth et al, 2021), student attitudes towards distance learning (Ismaili, 2021), students' acceptance of e-learning (Salloum et al, 2019), e-learning readiness (Bubou and Job, 2020), student-instruction communication (Alawamleh et al, 2022), online class preparedness and student performance (Francescucci et al, 2021). Conversely, very few investigations (Basaran and Yalman, 2020;Paliwal and Singh, 2021) have been carried out to examine the teachers' perspectives regarding online teaching, particularly during the Covid-19 outbreak trying to continue the debate and fill the literature gap. Thus, this study aimed to spark the discussion and contribute to the literature exploring the concept from the side of teachers in which attitudes of teachers towards online teaching were prioritized.…”

“…, 2021). Conversely, very few investigations (Basaran and Yalman, 2020; Paliwal and Singh, 2021) have been carried out to examine the teachers' perspectives regarding online teaching, particularly during the Covid-19 outbreak trying to continue the debate and fill the literature gap. Thus, this study aimed to spark the discussion and contribute to the literature exploring the concept from the side of teachers in which attitudes of teachers towards online teaching were prioritized.…”