Students’ Perceptions of Institutional Services and Online Learning Self-Efficacy

Trespalacios, Jesús; Uribe-Flórez, Lida J.; Lowenthal, Patrick R.; Lowe, Scott E.; Jensen, Shawna

doi:10.1080/08923647.2021.1956836

Cited by 6 publications

(13 citation statements)

References 26 publications

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“…Compared with Blackboard discussion forums, Luo et al (2019) confirmed that Twitter was an effective support to engage students. Trespalacios et al (2021) reported high levels of student self-efficacy in interacting academically with classmates and instructors. WhatsApp and Facebook groups were perceived as useful forms of learning support types (Mulyono et al, 2021;Ulla & Perales, 2021) as they increased feelings of connectedness with peers, were seen as source of motivation, and fostered creativity and independent learning.…”

Section: Engagement and Motivationmentioning

confidence: 99%

“…Over half of the students found types of email support (60%) and Skype support (65%) to be good and a smaller percentage (22% and 9% respectively), excellent (Walters-Archie, 2017). Student feedback collected by Trespalacios et al (2021) illustrated that most students (83%) rated program-specific academic advising as an important type of support with most of them (76%) being satisfied with the information provided. Other feedback pertained to an increased feeling of safety during the COVID-19 pandemic as the Facebook group prevented students from the possibility of catching the virus, and its convenience of accessing the learning support (Ulla & Perales, 2021).…”

Section: Student Satisfactionmentioning

confidence: 99%

“…In terms of social benefits, three studies reported types of support that increased students' sense of community: belonging (Eaton & Cates, 2020), social interaction with classmates, and connectedness with peers (Mulyono et al, 2021;Trespalacios et al, 2021).…”

Section: Social Benefitsmentioning

confidence: 99%

“…Compared to the Blackboard discussion forums, students found academic support from Twitter (now X) easier and faster to follow conversations and find others' opinions to review and discuss (Luo et al, 2019). Trespalacios et al (2021) reported on students' increased ability to complete an online course and specifically handle LMS tools.…”

Section: Navigation Of Online Technologymentioning

confidence: 99%

See 3 more Smart Citations

A systematic literature review of online academic student support in higher education

Walsh,

Bragg,

Heyres

et al. 2024

OLJ

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COVID-19 led to an increase in the provision of online higher education courses. Online academic student support is often provided to students to assist them in developing the skills and knowledge to successfully complete their course. However, it remains unclear whether online academic student support in higher education is successful, and if so, what makes it successful. This systematic literature review seeks to provide an overview of research on online academic student support in higher education. Out of 5385 initially identified publications from 2013 to 2022, 12 papers were included for review; seven studies were quantitative and five were mixed methods. The synthesis of the findings reported outcomes on students’ improved engagement, access to support and usage patterns, satisfaction, academic performance, motivation, creativity, self-efficacy, retention or course completion, and social benefits. This range creates a challenge for higher education providers who are considering implementing best practice in the provision of online academic student support in higher education due to the diversity of approaches. Future research, that is methodologically strong, is needed to demonstrate the impact of online academic student support detailing how higher education providers can improve the quality, learning outcomes, and retention

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Section: Engagement and Motivationmentioning

confidence: 99%

Section: Student Satisfactionmentioning

confidence: 99%

Section: Social Benefitsmentioning

confidence: 99%

Section: Navigation Of Online Technologymentioning

confidence: 99%

See 2 more Smart Citations

A systematic literature review of online academic student support in higher education

Walsh,

Bragg,

Heyres

et al. 2024

OLJ

View full text Add to dashboard Cite

show abstract

“…Traditional pedagogy used for face-to-face teaching and learning differs from e-learning (Pokhrel and Chhetri, 2021), if not administered and designed well, it can affect students’ wider development in their learning process. Several students also struggle to transition from face-to-face education to online education (Trespalacios et al , 2021). The learning setting should be well equipped to support learners on two grounds: one the institutional context, and the other the course context (Thorpe, 2002).…”

Section: Theoretical Framework and Hypothesis Developmentmentioning

confidence: 99%

Learning self-efficacies influence on e-servicescapes: rethinking post-pandemic pedagogy

D’Souza

Kappelides

Sithole

et al. 2023

JSM

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Purpose The post-pandemic recognises changes are required; universities need to rethink their e-servicescapes strategies by offering different approaches to enhance students’ learning. This study aims to draw on learning self-efficacy trajectories and propose a conceptual model for exploring the predictive validity of satisfaction. In addition, it explores the mediating role of e-servicescapes and the moderating relationship effect of mature and younger students. Design/methodology/approach Learning self-efficacies is incorporated into the design of the model in an attempt to understand student cognition. The influences of e-servicescape on adopting online preferences and satisfaction are also examined. The model was empirically validated by surveying 266 respondents. Structural equation modelling and multi-group analysis were used to analyse the data. Findings The results of this study show learning self-efficacies has no significant influence on satisfaction. Yet, they showed a significant influence on e-servicescapes. E-servicescapes positively influenced satisfaction and preference for adopting online learning. E-servicescapes also had a mediating effect between self-efficacy to complete a course and satisfaction, as well as self-efficacy to interact with instructors and satisfaction. It had a negative suppressed effect on social interaction. Originality/value The research makes the following contributions. Firstly, the conceptualised model identifies an association between learning self-efficacies and e-servicescapes, suggesting universities as service providers can maximise the value offerings of their customer assets. Secondly, e-servicescapes demonstrate a full mediating effect between self-efficacies and satisfaction, indicating that if universities are to compete successfully in dynamic markets, they should co-create value in their e-servicescapes domain to increase satisfaction. Thirdly, the study recognises the need for a hybrid system of both face-to-face and online delivery because the multi-group analysis shows mature age preference for online learning is required to make this transformation successful.

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Online learning environment and student engagement: the mediating role of expectancy and task value beliefs

Vo,

2024

Aust. Educ. Res.

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This study contributes to a more nuanced understanding of student engagement in online learning by exploring the effects of salient online learning environment conditions on student engagement and the motivational pathways through which they affect engagement. Survey data were collected from 351 undergraduate students enrolled in various online undergraduate programs at a large open university in Vietnam. Results of structural equation modelling revealed that course clarity and task relevance had significant indirect effects on students’ behavioural, cognitive, and affective engagement via their expectancy and task value beliefs. Teacher support was found to have indirect effect on student engagement only via expectancy beliefs whereas student connectedness predicted neither students’ motivation nor engagement in online learning. Results of the study are discussed in light of existing theoretical and empirical evidence on the intricate relationships between learning environment, motivation, and student engagement. Implications for practice are also offered to help create an online learning environment that has potential to foster student engagement and alleviate disengagement and dropout.

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Students’ Perceptions of Institutional Services and Online Learning Self-Efficacy

Cited by 6 publications

References 26 publications

A systematic literature review of online academic student support in higher education

A systematic literature review of online academic student support in higher education

Learning self-efficacies influence on e-servicescapes: rethinking post-pandemic pedagogy

Online learning environment and student engagement: the mediating role of expectancy and task value beliefs

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