The Effects of Computer Anxiety and Self-Efficacy on L2 Learners’ Self-Perceived Digital Competence and Satisfaction in Higher Education

Katsarou, Eirene

doi:10.20448/journal.509.2021.82.158.172

Cited by 17 publications

(11 citation statements)

References 49 publications

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“…This conclusion contradicts other studies that show a high degree of computer usage among students, particularly those in Generation X. (Katsarou, 2021;Kustono, 2021). Consequently, supporting pre-service teachers to become computer literate would assist them in increasing their effectiveness when employing information technology to provide optimal learning achievement.…”

Section: Discussioncontrasting

confidence: 90%

How capable are they of Becoming a Digital Teacher? Correlation Analysis of Individual Characteristics, Digital Self-efficacy, and Digital Citizenship among Pre-service Teachers in Northeast Thailand

Meekaew¹,

Jongnimitsataporn²

2023

HES

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Understanding pros and cons of digital technology is an essential competency for pre-service teachers so that they are able to conduct online instruction appropriately. They need to prepare themselves comprehensively to be able to use the new educational technology that is now widely accessible particularly since the Covid-19 pandemic incidence. This paper investigates the relationship between individual characteristics, digital self-efficacy, and digital citizenship among pre-service teachers in higher education. Cluster sampling was used to select 384 pre-service teachers from three higher education institutes located in the northeast of Thailand. A research tool used in the research was an online questionnaire. The data analysis utilized descriptive statistics, the Chi-square test, and the Pearson correlation. The research discovered that pre-service teachers had a relatively high level of digital self-efficacy, while having relatively low level of digital citizenship. Correlation analysis observed a positive relationship among individual characteristics, digital self-efficacy and digital citizenship. The implications of this research highlighted the significance of implementing civic education in higher education level in order to foster adequate knowledge, skill, and awareness of citizenship in pre-service teachers.

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Section: Discussioncontrasting

confidence: 90%

How capable are they of Becoming a Digital Teacher? Correlation Analysis of Individual Characteristics, Digital Self-efficacy, and Digital Citizenship among Pre-service Teachers in Northeast Thailand

Meekaew¹,

Jongnimitsataporn²

2023

HES

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“…Our results also reveal the relational analysis of teachers' computer self-efficacy on perceived ease of use and satisfaction. Generally, the higher the user's computer self-efficacy level, the more likely they feel comfortable with the new e-learning method (Katsarou, 2021). However, our results demonstrated that teachers' computer selfefficacy did not significantly impact their ease of use in online teaching.…”

Section: Major Findingscontrasting

confidence: 56%

Factors influencing teachers’ satisfaction and performance with online teaching in universities during the COVID-19

Liang

Zhang

et al. 2023

Front. Psychol.

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The COVID-19 pandemic has significantly changed the teaching model, promoting educational institutions to initiate more explorations in online teaching. This study examines the factors influencing teachers’ online teaching performance and satisfaction in universities during the COVID-19. We applied a model of technology acceptance (TAM), expectation confirmation (ECM), and computer self-efficacy (CSE) to develop a questionnaire. The survey was used to collect data from 347 teachers from 6 universities in eastern China to identify factors affecting teachers’ performance and satisfaction during the COVID-19. The results indicated that teachers’ performance of online teaching is significantly affected by satisfaction, perceived usefulness, and perceived ease of use of online teaching. Meanwhile, confirmation of online teaching expectations and computer self-efficacy significantly impacted teachers’ satisfaction with online teaching. This work is an original empirical study guided by multiple theories. It contributes to the online education literature and provides advice regarding how teachers’ online teaching satisfaction and performance can be developed in a situation like the one that occurred with COVID-19. This work also broadens the application of TAM and provides an alternative theoretical framework for future research on teachers’ online teaching performance.

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“…In contrast to previous studies (Hung et al, 2010;Kuo et al, 2020), the present study results showed gender differences had a significant impact on online learning self-efficacy. In online learning, female students held higher levels of academic self-efficacy (Jan, 2015) and computer self-efficacy (Katsarou, 2021).…”

Section: Discussionmentioning

confidence: 97%

Exploring Synchronous Learning during COVID-19 Pandemic: Taiwan EFL College Learners’ Motivation and Learning Experience

Yang

2022

acoj

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The purpose of this study was twofold: first, to explore Taiwan EFL college learners' motivation for synchronous learning, and second, to differences between gender groups in their synchronous learning motivation during the time of the COVID-19 pandemic. A total of 96 undergraduate learners from northern Taiwan took part in the study. All the participants were required to participate in 4 different types of online activities: synchronous learning, online discussion, group oral presentation, and submission of e-assignments. Quantitative and qualitative data were collected, including a motivation questionnaire and learners' essay writing. According to the findings, their overall motivation was positive. Nevertheless, male learners had significantly less confidence in their online performance and less acceptance of this kind of interaction. This study highlights not only the crucial role of motivation in synchronous learning acceptance and engagement but also the importance of gender differences, self-regulation, social interaction, and self-efficacy for effective online learning.

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The Effects of Computer Anxiety and Self-Efficacy on L2 Learners’ Self-Perceived Digital Competence and Satisfaction in Higher Education

Cited by 17 publications

References 49 publications

How capable are they of Becoming a Digital Teacher? Correlation Analysis of Individual Characteristics, Digital Self-efficacy, and Digital Citizenship among Pre-service Teachers in Northeast Thailand

How capable are they of Becoming a Digital Teacher? Correlation Analysis of Individual Characteristics, Digital Self-efficacy, and Digital Citizenship among Pre-service Teachers in Northeast Thailand

Factors influencing teachers’ satisfaction and performance with online teaching in universities during the COVID-19

Exploring Synchronous Learning during COVID-19 Pandemic: Taiwan EFL College Learners’ Motivation and Learning Experience

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