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

Abstract

Online learning and blended learning have become a practice in many universities for modes of learning during the Covid-19 pandemic. Therefore, students’ online learning self-efficacy and online self-regulated learning are necessary to be explored. This quantitative study included a sample of 442 university students enrolled in management science, social sciences and humanities, and science and technology disciplines of study. Six online learning self-efficacy (self-efficacy in computer/internet, self-efficacy in online learning environment, self-efficacy in time management, self-efficacy in interacting with lecturers in online courses, self-efficacy to interact socially with classmates, and self-efficacy to interact academically with classmates) and six online self-regulated learning (goal setting, environment structuring, task strategies, time management, help-seeking, and self-evaluation) dimensions were studied. The study found students exhibit high levels of online learning self-efficacy and online self-regulated learning. No gender differences were found in both online learning self-efficacy and online self-regulated learning. Younger students (20 years old and below), students in lower semesters (semester 1 or 2), and students with good to very good internet connectivity in their places of stay for online learning exhibited higher in both online learning self-efficacy and online self-regulated learning. Non-graduating students had higher self-efficacy to interact with lecturers and to interact socially and academically with classmates than graduating students. Students in management science social science and humanities courses exhibited higher online self-regulated learning but not online learning self-efficacy.