Development and Initial Validation of the Online Learning Value and Self-Efficacy Scale

2008 ◽  
Vol 38 (3) ◽  
pp. 279-303 ◽  
Author(s):  
Anthony R. Artino ◽  
D. Betsy McCoach
Keyword(s):  
Online Learning ◽  
Self Efficacy ◽  
Initial Validation

scholarly journals Development and Initial Validation of a Survey to Assess Students' Self-Efficacy in Medical School

2012 ◽  
Vol 177 (9S) ◽  
pp. 31-37 ◽  
Author(s):  
Anthony R. Artino ◽  
Ting Dong ◽  
Kent J. DeZee ◽  
William R. Gilliland ◽  
Donna M. Waechter ◽  
...  
Keyword(s):  
Medical School ◽  
Self Efficacy ◽  
Initial Validation

scholarly journals Exploring the relationship between students' learning satisfaction and self-efficacy during the emergency transition to remote learning amid the coronavirus pandemic: A cross-sectional study

2021 ◽  
Author(s):  
Monira I. Aldhahi ◽  
Abdulfattah S. Alqahtani ◽  
Baian A. Baattaiah ◽  
Huda I. Al-Mohammed
Keyword(s):  
Online Learning ◽  
Time Management ◽  
Self Efficacy ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Learning Satisfaction ◽  
High Satisfaction ◽  
E Learning ◽  
Students Satisfaction ◽  
Remote Learning

AbstractThe overarching objective of this study was to assess learning satisfaction among students and to determine whether online-learning self-efficacy was associated with online learning satisfaction during the emergency transition to remote learning. This cross-sectional study involved a survey distributed to 22 Saudi Arabian universities. The survey used in this study consisted of an online learning self-efficacy (OLSE) questionnaire and an electronic learning (e-learning) satisfaction questionnaire. A total of 1,226 respondents voluntarily participated in and completed the survey. Students in medical fields made up 289 (23.6%). A Kruskal–Wallis H test and a chi-square test were used to compare the student’s satisfaction based on the educational variables. Spearman’s correlation and multiple linear regression analyses were performed to assess the association between self-efficacy and satisfaction. The findings revealed degrees of satisfaction ranging between high satisfaction and dissatisfaction. The majority of students (51%) expressed high satisfaction, and 599 students (49%) reported experiencing a low level of satisfaction with e-learning. A comparison of groups with low and high satisfaction scores revealed a significant difference in the OLSE. High satisfaction was positively correlated with the OLSE domains: time management, technology, and learning. The OLSE regression analysis model significantly predicted satisfaction. It showed that the model, corrected for education level and grade point average of the students, significantly predicted e-learning satisfaction (F = 8.04, R2 = 0.59, p = .004). The study concluded that students’ satisfaction with the e-learning experience is influenced by e-learning self-efficacy. The study’s findings lead to the practical implications and identify the need to improve the remote learning, time management and technology self-efficacy to enhance students’ satisfaction.

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

2021 ◽  
pp. 1-15
Author(s):  
Jesús Trespalacios ◽  
Lida Uribe-Flórez ◽  
Patrick Lowenthal ◽  
Scott Lowe ◽  
Shawna Jensen
Keyword(s):  
Online Learning ◽  
Self Efficacy ◽  
Institutional Services

Antecedents and consequences of college students' satisfaction with online learning

2021 ◽  
Vol 49 (8) ◽  
pp. 1-11
Author(s):  
Nam-Hyun Um ◽  
Ahnlee Jang
Keyword(s):  
College Students ◽  
Online Learning ◽  
Student Satisfaction ◽  
Self Efficacy ◽  
Teaching Presence ◽  
Self Management ◽  
Antecedents And Consequences ◽  
Intention To Continue ◽  
Academic Self Efficacy ◽  
Students Satisfaction

We delved into the antecedents and consequences of college students' satisfaction with online learning. We proposed the antecedents would be interactions, teaching presence, self-management of learning, and academic self-efficacy, and that the consequence would be intention to continue to use online learning. Participants were 236 college students in South Korea who completed an online survey. Our findings suggest that students' satisfaction with online learning was positively related to the interactions between students and instructor, teaching presence, self-management of learning, and academic self-efficacy. We also found that student satisfaction with online learning positively predicted their intention to continue to use online learning. Thus, our findings in this study provide educators with ways to increase student satisfaction, and add to knowledge about the relationship between students' satisfaction and their intention to take online courses.

scholarly journals An Exploration of Factors Influencing Self-Efficacy in Online Learning: A Systematic Review

2018 ◽  
Vol 13 (09) ◽  
pp. 64 ◽  
Author(s):  
Chattavut Peechapol ◽  
Jaitip Na-Songkhla ◽  
Siridej Sujiva ◽  
Arthorn Luangsodsai
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Self Efficacy ◽  
Online Learning Environment ◽  
Narrative Synthesis ◽  
Learning Context ◽  
Data Bases ◽  
Online Data ◽  
Online Learning Environments ◽  
Factors Influencing

This review examines 12 years of research by focusing on the following question: What are the factors that influence self-efficacy in an online learning environment? There has been a plethora of research concerning self-efficacy. However, few works have focused on the sources of self-efficacy in online-learning environments. Systematic searches of numerous online data-bases published between 2005 and 2017, which covered factors influencing self-efficacy in online learning context, resulted in the investigation of 25 studies. The data were extracted, organized and analyzed using a narrative synthesis. Results revealed that various factors improved self-efficacy and provided evidence of significant sources of self-efficacy in the context of online learning. Moreover, the investigation provides guidance for further research in designing online learning environments to enhance the self-efficacy of learners.

scholarly journals Development of Smartphone Application Based on the Theory of Planned Behaviour to Enhance Self-Efficacy for Online Learning

2018 ◽  
Vol 12 (4) ◽  
pp. 135 ◽  
Author(s):  
Chattavut Peechapol ◽  
Jaitip Na-Songkhla ◽  
Siridej Sujiva ◽  
Arthorn Luangsodsai
Keyword(s):  
Online Learning ◽  
Self Efficacy ◽  
Theory Of Planned Behaviour ◽  
Smartphone Application ◽  
Smartphone App ◽  
Control Group ◽  
Online Learners ◽  
Planned Behaviour ◽  
Post Test ◽  
Experimental Group

This study was conducted to develop a smartphone application to enhance self-efficacy for online learning. The theory of planned behaviour (TPB) was used as a framework for developing the smartphone app. The study used research and design (R&amp;D) through three phases: 1)<strong> </strong>examining relevant literature and interviewing recognized experts in the field, 2) developing the smartphone app, and 3) studying the effect of the smartphone app on the self-efficacy of online learners. The results demonstrated that the framework of the smartphone application based on the TPB comprised six components. They were 1) the TPB’s concept for online learning, 2) instructional process, 3) instructional support tools, 4) application features, 5) instructor’s role, and 6) learner’s role. For technical aspects, the smartphone app was developed and deployed by using Amazon Web Service (AWS) cloud computing platform and infrastructure. Studying the effect of the application on self-efficacy was performed for four weeks using two groups in a pre-test/post-test design. The research method involved purposive sampling of 180 undergraduate students, consisting of a 90-student experimental group and a 90-student control group. The application based on the TPB and the application without the TPB were implemented in the experimental group and the control group, respectively. The results demonstrated that the post-test score of self-efficacy in online learning for the experimental group was statistically significantly higher than the control group at 0.05 level. This result showed that the smartphone app based on the TPB could significantly affect self-efficacy for online learners; it has the potential to be an effective tool for teaching an online course.

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