Exploring the Online Learning Self-efficacy of Teacher Education Students at the Laguna State Polytechnic University: Basis for Transition to Flexible Learning System

Abstract

The global pandemic due to the emergence of COVID-19 impacted the education sector causing the dramatic shift from conventional to flexible learning. To sustain learning continuity, online learning modality rises as a promising instructional response to the pandemic. This study utilized correlational research to explore the factors influencing the online learning self-efficacy of the 387 (57%) teacher education students. It also described the online learning self-efficacy, online readiness, coping strategies, and familiarity and capability of students to educational technology tools. The content-validated and researcher-made instrument which established an excellent reliability index (0.96), was administered via Google forms. Multiple regression analysis was employed to determine the significant predictors of the students' online learning self-efficacy. The results revealed that online readiness, coping strategies, and familiarity and capability significantly explain the variation in the student's self-efficacy to learn online. The administration and the teachers may consider the students' computer skills, reflect on their readiness for online learning, and understand their coping mechanisms in the digital classroom. These factors could be sourced out in developing instructional materials to meet the diverse needs of the students.

Towards flexible learning and teaching: Lessons learned from educator and student experiences during the COVID-19 pandemic

“…To have a positive impact on the methods of communication between students and educators through OLT, Panergayo and Almanza (2020) explain that participants need to be familiar with and able to use the technology.…”

Students' Behavioral Intention to Use Learning Management System: The Mediating Role of Perceived Usefulness and Ease of Use

“…This model and its many versions have been used as a credible and leading scientific paradigm to assess diverse learning technologies [28]. For instance, Shroff, Deneen, and Ng [29] analyzed the TAM to determine the students' behavioral intention to use the e-portfolio system. It suggested that the TAM is a solid theoretical model where its validity can extend to an e-portfolio context.…”

“…In this study, online learning self-efficacy is used as an external variable that could affect user acceptance on Google Classroom. Online learning self-efficacy refers to how well an individual can perform the actions to meet challenges and complete tasks effectively in the online environment [29], [30]. Panergayo and Mansujeto [31] and Shen et al [32] argued that is an essential factor to a successful online learning program.…”

“…Panergayo and Mansujeto [31] and Shen et al [32] argued that is an essential factor to a successful online learning program. Self-efficacy to online learning is not limited to students' self-efficacy to learn in an online environment but also encompasses effective time management, and technology use [29]- [31]. Zimmerman & Kulikowich [30] proposed three domains of online learning self-efficacy, which are learning in an online environment, technology use, and time management.…”

Motivational Factors in Science Learning, Learner's Satisfaction and Learning Outcomes of Pre-Service Teachers

“…Different research has been conducted that shows this pandemic's effect on students. The readiness of the students in the shift of learning is also their concern, wherein Andal et al (2020), students' readiness for online learning is only above average. Hence the study of Erlano-De Torres (2021), revealed that all students are equipped for online learning, and their gadgets can access applications and students.…”