Students Self-Efficacy Profile in Online Learning

Abstract

Online learning that occurred suddenly during the Covid-19 pandemic created challenges for education at universities. To be successful in learning, students need to have high self-efficacy in online learning. This study aims to look at student self-efficacy profiles in online learning during the COVID-19 pandemic and the differences based on student demographic factors (gender, year of entry, and field of study). Self-efficacy data was obtained by filling out the Online Learning Self Efficacy questionnaires by 125 undergraduate students in Yogyakarta which were distributed online through social media. The instrument of self-efficacy in online learning was adapted from the Online learning Self Efficacy Scale from Zimmerman and Kulikowich (2016). Furthermore, the data were analyzed using descriptive analysis to see differences in online learning self-efficacy on several student demographic factors. The results showed that the student's self-efficacy profile was dominated by the moderate category. There are variations in student selfefficacy profiles in the analysis based on gender, year of entry, and field of study. This is a recommendation for lecturers to improve the quality of online learning by packaging learning that is innovative, interesting, motivating, and introduces students to technology and online learning resources so that they are able to face challenges in online learning.

Online Quantitative Literacy-Based Biology Learning towards Students' Self-Efficacy

“…showed that in online learning, most students had moderate self-efficacy. The same result was also similar to another research that stated students have moderate level of self-efficacy in an online learning environment [21]. The average first-year students still have to adapt to this online learning environment.…”

“…During the discussion, one student tends to be the knower and the other is an asker who will actively ask questions. This will improve students' critical thinking skills because students can implement their knowledge actively through an online discussion [21]. In addition, the discussion in online biology learning based on quantitative literacy led students to research deeper to answer the questions from their friends.…”

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

“…Fifth, discipline of study was a significant factor in self-efficacy to interact socially with classmates and self-efficacy to interact academically with classmates. Overall, the discipline of the study had no significant difference with online learning self-efficacy, which was consistent with the studies (Limiansi & Hadi, 2022) and (Yavuzalp & Bahcivan, n.d.) who found no significant difference in self-efficacy between the disciplines of study. In the current study, the discipline of the study had significant differences in self-efficacy to interact socially and academically with classmates.…”

“…Students in these semesters also showed higher scores in four online self-regulated learning dimensions; goal setting, environment structuring, task strategies, and self-evaluation. Overall, students in lower semesters; 1 or 2, were likely to exhibit higher online learning self-efficacy which was inconsistent with studies by (Limiansi & Hadi, 2022), (Yavuzalp & Bahcivan, n.d.), and online selfregulated learning. The possible reason is, that students in lower semesters; 1 or 2, were those students who just entered the university with high levels of excitement and motivation to learn for success (Keskin & Korkutata, 2018).…”

“…In general, the results by Shen et al (2013) demonstrated that female students were likely to have higher online learning self-efficacy than male students. Limiansi & Hadi (2022) reported there were variations in student self-efficacy profiles based on gender, year of entry, and discipline of study. On the contrary, (Yavuzalp & Bahcivan, n.d.), found no statistically significant difference in online learning self-efficacy between groups regarding either gender or type of school.…”