University Students’ Online Learning Self-efficacy and Self-regulated Learning during the COVID-19 Pandemic

Ulfatun, Titik; Septiyanti, Fitri; Lesmana, Aprilia Garia

doi:10.18178/ijiet.2021.11.12.1570

Cited by 19 publications

(12 citation statements)

References 19 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In addition, a study conducted among users of massive open online courses (MOOCs) found a positive correlation was found between self-efficacy and the use of self-regulated learning strategies, as well as differences in the use of self-regulated learning strategies between learners who had high self-efficacy and those who had low self-efficacy ( Lee et al, 2020 ). The same results are found in Ulfatun et al (2021) study with virtual learners in Indonesia.…”

Section: Discussionsupporting

confidence: 84%

Relationship between technology acceptance model, self-regulation strategies, and academic self-efficacy with academic performance and perceived learning among college students during remote education

Navarro,

Vega,

Bayona

et al. 2023

Front. Psychol.

View full text Add to dashboard Cite

IntroductionThe aim of this study was to examine the relationship between the technology acceptance model, self-regulation strategies, and academic self-efficacy with academic performance and perceived learning among college students during remote education.MethodsThe participants were 301 university students from Lima. Structural equation model was used to test the proposed theoretical relationships between the variables. On the one hand, the study sought to explore the relationship between academic self-efficacy and self-regulation strategies with the technology acceptance model. On the other hand, it sought to determine whether the three dimensions of the technology acceptance model are positively related to perceived learning and academic performance.ResultsThe results suggest the importance of improving psychological variables such as self-efficacy and self-regulation strategies to improve the acceptance of technology, which would also improve the academic performance and perceived learning of students in a virtual environment.DiscussionThe discussion highlights the significance of self-efficacy and metacognitive strategies in influencing technology perception and attitudes, ultimately impacting perceived learning and academic performance in virtual education.

show abstract

Section: Discussionsupporting

confidence: 84%

Relationship between technology acceptance model, self-regulation strategies, and academic self-efficacy with academic performance and perceived learning among college students during remote education

Navarro,

Vega,

Bayona

et al. 2023

Front. Psychol.

View full text Add to dashboard Cite

show abstract

“…Tang and Tseng (2013) stated online distance students who had a high level of selfefficacy displayed superior information searching and information manipulation skills. Whereas, Ulfatun et al (2021) revealed a strong positive correlation between students' online self-efficacy and online self-regulated learning. The two studies mentioned above further supported Kurbanoglu's (2003) conclusion that students are more inclined to engage in information problem-solving activities and are more likely to become self-regulated students when they feel competent and confident about their information literacy skills.…”

Section: Self-efficacymentioning

confidence: 88%

Predictors of Student Satisfaction and Perceived Learning in Online Distance Learning: The Effects of Self-efficacy and Interaction

Rahman¹,

Omar²,

Fatzel³

et al. 2022

IJARBSS

View full text Add to dashboard Cite

The increasing number of COVID-19 cases in Malaysia forced the Ministry of Higher Education to postpone reopening the university in October 2020. To ensure continuity of learning, universities had no choice but to continue with online distance learning (ODL). Though ODL is not a new experience, the absence of first-time face-to-face meetings is challenging. Due to the importance of student satisfaction and perceived learning as outcomes of online learning, the factors affecting these variables should be considered extensively. The purpose of this study is to examine the influence of online learning self-efficacy, learner-content interaction, learner-instructor interaction, and learner-learner interaction on student satisfaction and perceived learning. An online questionnaire survey method was used to collect data among diploma accounting students of University Teknologi Mara, Tapah. By deploying SPSS, 321 surveys were analyzed. The multiple regression results revealed that only self-efficacy, learner-content interaction, and learner-learner interaction were significantly predictive of student satisfaction and perceived learning. The results also found that learner-content interaction was the most contributed predictor of student satisfaction and perceived learning. However, learner-instructor interaction was not a significant predictor of both dependent variables. The findings of the study could be beneficial for educators in designing lesson content and planning for teaching methods and styles to improve the interaction with the students. This study also addressed how educators may practically prepare students for asynchronous online courses by teaching them to learn with a high level of self-efficacy and by encouraging student interaction.

show abstract

“…It was pointed by [29] that universities should motivate learners to use prior knowledge and skills to help them attain self-efficacy during ERT. In the study of [18], high online learning self-efficacy was found to be positively linked to online self-regulation which is likewise correlated with academic success.…”

Section: B Online Learning Self-efficacymentioning

confidence: 93%

“…This may be explained by the novelty of the online experience for students, as well as the abruptness of their transition to the virtual learning environment. The pandemic has been reported to increase anxiety and stress among learners, which negatively affect their satisfaction in an online course [18]. Among the independent variables, LCI had the strongest influence on SS (β = 0.469, p < 0.01).…”

Section: Regression Analysismentioning

confidence: 97%

Factors Affecting Student Satisfaction, Perceived Learning and Academic Performance in an Emergency Online Science Course

Fearnley¹,

Malay²,

Fabia³

2022

IJIET

View full text Add to dashboard Cite

The COVID-19 pandemic has caused massive disruptions in the global academic calendar, including the Philippines. To address this, emergency remote teaching was implemented as a viable alternative to face-to-face instruction without contributing to the spread of the disease. This investigation sought to examine the factors that affect student satisfaction, perceived learning and academic performance in an emergency online science course namely, online learning self-efficacy, learner-content interaction, learner-instructor interaction and learner-learner interaction. Data from 104 college students were collected using an online survey and analyses were done by applying correlation and regression methods. In general, college students had favorable views about their online learning experience. Significant and positive associations were found between the dependent and independent variables with academic performance obtaining the weakest correlation. Online learning self-efficacy had a significant influence on perceived learning and academic performance but not student satisfaction. Learner-content and learner-instructor interactions were revealed to be strong predictors of student satisfaction and perceived learning. Learner-learner interaction did not have a meaningful impact on any of the three outcome variables.

show abstract

University Students’ Online Learning Self-efficacy and Self-regulated Learning during the COVID-19 Pandemic

Cited by 19 publications

References 19 publications

Relationship between technology acceptance model, self-regulation strategies, and academic self-efficacy with academic performance and perceived learning among college students during remote education

Relationship between technology acceptance model, self-regulation strategies, and academic self-efficacy with academic performance and perceived learning among college students during remote education

Predictors of Student Satisfaction and Perceived Learning in Online Distance Learning: The Effects of Self-efficacy and Interaction

Factors Affecting Student Satisfaction, Perceived Learning and Academic Performance in an Emergency Online Science Course

Contact Info

Product

Resources

About