Self-efficacy and online help seeking tendencies of EFL learners

Ching, Gregory S.; Lin, Mei; Wang, Wenlin; Tchong, Wei-Ling

doi:10.1504/ijlt.2014.067734

Cited by 4 publications

(2 citation statements)

References 47 publications

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“…In the present research, it is conceptualized as having four important dimensions: (i) information searching; (ii) making queries; (iii) MOOC learning, and iv) MOOC usability. The SIBLE scale is found to be suitable for capturing the elusive concept of perceived self-efficacy because it possesses reliable psychometric properties and assesses a wide range of competencies which are important for a virtual learning environment (Chen, 2014;Cheng & Tsai, 2011;Ching et al, 2014). SIBLE was developed from a combination of two survey instruments, one of an online academic help seeking (OAHS) behaviour and the other, a web-based learning self-efficacy (WLSE).…”

Section: Conceptual Frameworkmentioning

confidence: 99%

The Relationship between Students’ MOOC-efficacy and Meaningful Learning

Ghazali

Nordin

Abdullah

et al. 2020

AJUE

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This research explored two important constructs in 21st century e-education—students’ MOOC-efficacy and meaningful learning among undergraduate students in selected public universities in Malaysia. Its main objective was to examine the causal relationship of students’ MOOC-efficacy on meaningful learning. The study conceptualized students’ MOOC-efficacy in four dimensions (i.e. information searching, making queries, MOOC learning, and MOOC usability), while conceiving meaningful learning as having five dimensions (i.e. cooperative learning, active learning, authentic learning, constructive learning, and intentional learning). This research applied cross-sectional survey design. Data were collected with a 52-item questionnaire whose reliability indexes ranged from 0.822 to 0.890 for the dimensions. The study's population was identified as university students who have had some experience with MOOCs and who willingly volunteered to participate in the research. A sample of 603 respondents was drawn through simple random sampling. The full-fledged Structural Equation Modeling (SEM) was adopted for data analysis. The finding indicated that students’ MOOC-efficacy was positively associated with meaningful learning. The results show that students’ MOOC-efficacy explains 67% of the variance in meaningful learning. The fit indices indicate an adequate fit: RMSEA = 0.041, CFI = 0.923 and χ2/df = 2.067. The finding provides further insights into what works in an open online environment. The insights may be used to fulfill learners’ needs and preferences. MOOC-efficacy interventions are crucial in order to encourage students’ meaningful learning in the e-learning platform. Keywords: Massive Open Online Course (MOOC), meaningful learning, students’ MOOC-efficacy

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Section: Conceptual Frameworkmentioning

confidence: 99%

The Relationship between Students’ MOOC-efficacy and Meaningful Learning

Ghazali

Nordin

Abdullah

et al. 2020

AJUE

View full text Add to dashboard Cite

show abstract

“…MOOC efficacy in this study was conceptualised into four critical dimensions: (i) information searching, (ii) making queries, (iii) MOOC learning, and iv) MOOC usability. The SIBLE scale is well-suited for capturing the enigmatic idea of perceived self-efficacy since it has strong psychometric qualities and examines a broad range of competencies necessary for a virtual learning environment (Chen, 2014;Cheng & Tsai, 2011;Ching et al, 2014). The SIBLE scale was created by combining two survey instruments: the online academic help-seeking (OAHS) behaviour survey and the self-efficacy for web-based learning (WLSE) survey.…”

Section: Literature Reviewmentioning

confidence: 99%

Mediating Role of Computer Experience in the Association between MOOC-efficacy and Meaningful Learning

Ghazali¹,

Nordin²

2021

IJARBSS

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This study examines three critical constructs in twenty-first-century e-education-MOOCefficacy, meaningful learning, and computing experience-among undergraduate students at selected public universities in Malaysia. Its primary purpose is to investigate the mediating function of computer experience in the link between MOOC-efficacy and meaningful learning. This study defines MOOC-efficacy based on four aspects (information searching, making queries, MOOC learning, and MOOC usability). Meanwhile, meaningful learning is conceptualised in five dimensions (i.e.cooperative learning, active learning, authentic learning, constructive learning, and intentional learning). This study incorporated a crosssectional survey design. The data were acquired using a 52-item questionnaire whose reliability indices for the dimensions ranged from 0.822 to 0.890. The study's population comprises university students with prior experience using MOOCs and volunteered to participate in the study. Simple random selection was used to get a sample of 603 students. The Structural Equation Modeling (SEM) test of bootstrapping for mediation was used for data analysis. The findings suggest no evidence of a mediation impact of computer experience on MOOC-efficacy and meaningful learning. The findings add to our understanding of how an open online ecosystem function. This study provides insights that could be used to meet the requirements and preferences of learners. MOOC-efficacy interventions are critical for motivating students to engage in meaningful learning on the e-learning platform.

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Assessing the Psychometric Properties of Students’ MOOC-Efficacy Measurement Model

Ghazali¹,

Mustakim²,

Nordin³

et al. 2021

JST

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Massive Open Online Courses (MOOCs) have been identified as a potential innovation for improving teaching and learning. This research aims to develop and evaluate a measurement model of students’ MOOC-efficacy. The study conceptualized students’ MOOC-efficacy in four dimensions of information searching, making queries, MOOC learning, and MOOC usability. Data were collected with a 23 items questionnaire whose reliability indexes ranged from 0.822 to 0.890, identified from university students who have had some experience with MOOCs and who willingly volunteered to participate in the research (N=1,524). A sample of 623 respondents was drawn through simple random sampling. The Confirmatory Factor Analysis (CFA) was adopted for data analysis. The findings designate that four-dimensional students’ MOOC-efficacy measurement model achieved an acceptable level of fit (RMSEA = 0.061, CFI = 0.935 and a normed chi-square, χ2/df = 3.322). All statistics provide empirical evidence that the students’ MOOC-efficacy measurement model is psychometrically sound in terms of validity and reliability. The measurement model of students’ MOOC-efficacy provides further insights into what works in an open online environment which may be used to fulfill learners’ needs and preferences.

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Self-efficacy and online help seeking tendencies of EFL learners

Cited by 4 publications

References 47 publications

The Relationship between Students’ MOOC-efficacy and Meaningful Learning

The Relationship between Students’ MOOC-efficacy and Meaningful Learning

Mediating Role of Computer Experience in the Association between MOOC-efficacy and Meaningful Learning

Assessing the Psychometric Properties of Students’ MOOC-Efficacy Measurement Model

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