An Exploration of Factors Influencing Self-Efficacy in Online Learning: A Systematic Review

Peechapol, Chattavut; Na-Songkhla, Jaitip; Sujiva, Siridej; Luangsodsai, Arthorn

doi:10.3991/ijet.v13i09.8351

Cited by 97 publications

(101 citation statements)

References 90 publications

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“…However, in the context of e-learning, communication becomes more important [44]. This is because the communication tools used will determine how students exchange knowledge, resolve doubts, share experiences and create a sense of community [45]. There are several types of communication tools that can be integrated into e-learning programs to support learning and training activities.…”

Section: Training Needsmentioning

confidence: 99%

Quality Teaching in Online Higher Education: The Perspectives of 250 Online Tutors on Technology and Pedagogy

Vlachopoulos

Makri

2021

Int. J. Emerg. Technol. Learn.

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Over the past few decades, education systems, especially in higher educa-tion, have been redefined. Such reforms inevitably require reconsideration of operational notions and definitions of quality, along with a number of relat-ed concepts. This reconsideration aligns with the core of higher education re-forms: improving efficacy and compatibility with emerging social demands while adapting to competitiveness and accountability trends. As primary players in the teaching and learning process, online tutors have a protagonis-tic role and, therefore, must be equipped with a suitable set of competencies and attributes in addition to content knowledge. This quantitative research aims to analyze the perceptions of 250 online tutors working in European higher education institutions, distributed in 5 knowledge areas: Business, Education, Humanities, Sciences and Health. This descriptive and explorato-ry nonexperimental study reveals the technological and pedagogical skills and competencies that online tutors consider fundamental for effective online teaching and proposes professional development actions to ensure quality online teaching

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Section: Training Needsmentioning

confidence: 99%

Quality Teaching in Online Higher Education: The Perspectives of 250 Online Tutors on Technology and Pedagogy

Vlachopoulos

Makri

2021

Int. J. Emerg. Technol. Learn.

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“…The Faculty and Student Readiness to Teach and Learn Online (FSRTLO) instrument were developed by the authors with reference to the literature (theoretical models and previous research). Research studies (Peechapol, Na-Songkhla, Sujiva, and Luangsodsai 2018;Horvitz, Beach, Anderson, and Xia, 2014;Oberiri & Iyendo, 2018;Hung, Chou, Chen and Own, 2010;Martin, Budhrani, and Wang, 2019;and Gay, 2016) were reviewed to identify a framework and instrument that can be used to measure faculty readiness to teach online and student preparedness to learn online. This online survey instrument included the following components: influential social cognitive psychologist, self-efficacy is defined as the belief in one's capabilities to organize and execute the courses of action required to manage prospective situations.…”

Section: Research Instrumentmentioning

confidence: 99%

“…An exploration of factors influencing self-efficacy in online learning was reviewed by Peechapol, Na-Songkhla, Sujiva, and Luangsodsai (2018) at Chulalongkorn University, Bangkok, Thailand. According to their study, self-efficacy is the key to success in all activities, including online learning.…”

Section: Introductionmentioning

confidence: 99%

Exploring the Factors Influencing the Readiness of Faculty and Students on Online Teaching and Learning as an Alternative Delivery Mode for the New Normal

Callo¹,

Yazon²

2020

ujer

102

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The Laguna State Polytechnic University (LSPU) joins the Philippine government with all its actions by launching an initiative to take care of its students and employees, and the academic community amid the spread of the COVID-19 disease. This descriptive-correlational study investigated the factors influencing the readiness in online teaching and learning as an alternative delivery mode to continue the teaching-learning process, even the absence of face-to-face interactions between teachers and students. The content-validated and researchers-made online survey instrument, which reported an excellent reliability index of Cronbach α = 0.95, was administered via a google form. Responses from 348 faculty and 7,205 students at the university were analyzed using descriptive statistics such as frequency count, percent, mean, and standard deviation. Multiple linear regression analysis was employed to determine the significant predictors of respondent readiness. The results revealed that respondent familiarity and capability, preparation, device and access connectivity, self-efficacy, and experience with technology significantly influence their readiness on the conduct of online teaching and learning modality. It is concluded that faculty and student readiness on online teaching and learning is determined by their competence, accessibility of ICT tool, preparedness, confidence in their ability to use technology, and exposure to e-learning materials. Hence, the university and in the broader scope, the Commission on Higher Education (CHEd), may conduct series of training for teachers as a capacity building to equip them with knowledge and competencies on the use of flexible or blended learning. Further, a university-wide learning system may be designed, adopted, and implemented in case the Enhanced Community Quarantine will not be lifted for a longer period.

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“…Findings are presented in the following orders: (1) Teachers' need satisfaction is directly influenced by the learning environment. Need satisfaction is a complex concept that can be determined intrinsically and externally (Ryan and Deci, 2000;Peechapol et al, 2018). This means both intrinsic and external environment can regulate learners' internal learning state.…”

Section: Discussionmentioning

confidence: 99%

Art Teachers' Attitudes Toward Online Learning: An Empirical Study Using Self Determination Theory

Wang

Cui

et al. 2021

Front. Psychol.

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The pandemic in 2020 made online learning the widely used modality of teaching in several countries and it has also entered the spotlight of educational research. However, online learning has always been a challenge for disciplines (engineering, biology, and art) that require hands-on practice. For art teaching or training, online learning has many advantages and disadvantages. How art teachers embrace and adapt their teaching for online delivery remains an unanswered question. This research examines 892 art teachers' attitudes toward online learning, using learning environment, need satisfaction, mental engagement, and behavior as predictors. Structural equation modeling was used to explore the relationship between these four dimensions during these teachers' participation in an online learning program. The results reveal significant correlations between the learning environment, need satisfaction, mental engagement, and behavior. Moreover, this study reveals the group characteristics of art teachers, which can actually be supported by online learning programs. These findings provide insights into how art teachers view and use online learning, and thus can shed lights on their professional development.

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An Exploration of Factors Influencing Self-Efficacy in Online Learning: A Systematic Review

Cited by 97 publications

References 90 publications

Quality Teaching in Online Higher Education: The Perspectives of 250 Online Tutors on Technology and Pedagogy

Quality Teaching in Online Higher Education: The Perspectives of 250 Online Tutors on Technology and Pedagogy

Exploring the Factors Influencing the Readiness of Faculty and Students on Online Teaching and Learning as an Alternative Delivery Mode for the New Normal

Art Teachers' Attitudes Toward Online Learning: An Empirical Study Using Self Determination Theory

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