The Self-Efficacy Questionnaire for Online Learning (SeQoL)

2020 ◽  
Vol 41 (4) ◽  
pp. 472-489
Author(s):  
Chia-Lin Tsai ◽  
Moon-Heum Cho ◽  
Rose Marra ◽  
Demei Shen
Keyword(s):  
Online Learning ◽  
Self Efficacy ◽  
The Self

scholarly journals Teachers’ language politeness, students’ academic motivation and self-efficacy during school from home

2021 ◽  
Vol 16 (5) ◽  
pp. 2161-2172
Author(s):  
Mantasiah Rivai ◽  
Yusri Yusri ◽  
Andi Tenri Ola Rivai ◽  
Muhammad Anwar
Keyword(s):  
Online Learning ◽  
Elementary Students ◽  
Self Efficacy ◽  
Academic Motivation ◽  
The Self ◽  
Academic Motivation Scale ◽  
Motivation Scale ◽  
Learning School ◽  
Correlational Method ◽  
The Relationship

This study aims to investigate the influence of teachers’ language politeness on students’ academic motivation and self-efficacy during online learning (school from home) and to examine the relationship between students’ academic motivation and self-efficacy during online learning. This study used a quantitative approach with the correlational method. The participants of the study were 150 elementary students (male: 47%; female: 53%). Three types of scales were used in this study, namely the teachers’ language politeness scale, the academic motivation scale and the self-efficacy scale. The hypothesis of the study was tested using analysis of variance assisted with SPSS version 26. The study found that teachers’ language politeness significantly influences students’ academic motivation and self-efficacy during online learning. Teachers’ language politeness was more likely to have greater influence on students’ self-efficacy than on students’ academic motivation. As shown in the model, the value of the relationship between students’ academic motivation and self-efficacy was 0.497.   Keywords: Language politeness, academic motivation, self-efficacy, school from home.

Effects of Basic Computer Training on the Self-Efficacy of Adult Learner’s Utilization of Online Learning

2010 ◽  
pp. 578-594
Author(s):  
Gregory C. Petty ◽  
Iryna P. Loboda
Keyword(s):  
Experimental Study ◽  
Online Learning ◽  
Adult Learners ◽  
Learning Environment ◽  
Self Efficacy ◽  
Computer Training ◽  
The Self ◽  
Online Learning Environment ◽  
Computer Skill ◽  
Quasi Experimental

As more studies investigate the effectiveness of online instruction for adult learners it is important not to overlook the effects of computer self-efficacy of students. Online learning requires a certain level of computer skill for the student to be successful. This chapter explores the value and efficacy of basic computer training to improve the effectiveness of instruction in an online learning environment. Included is a review of self-efficacy related to online learning and the results of a quasi experimental study that reinforces the value of basic computer training for improving the adult learners’ self-efficacy.

scholarly journals Self-efficacy of online learning among nursing students during COVID-19 pandemic

2021 ◽  
Vol 8 (9) ◽  
pp. 4439
Author(s):  
Surya Kant Tiwari ◽  
Saumya P. Srivastava
Keyword(s):  
Online Learning ◽  
Nursing Education ◽  
Nursing Students ◽  
Self Efficacy ◽  
Online Survey ◽  
Online Courses ◽  
Uttar Pradesh ◽  
The Self ◽  
Digital Learning ◽  
Cross Sectional

Background: Coronavirus disease 2019 (COVID-19) pandemic led to unprecedented effect over the nursing education. First time exposure of the nursing students with the digital learning has raised a question regarding their self-efficacy in navigating the online courses effectively. This study aimed to assess the self- efficacy of online learning among nursing students during Covid-19 pandemic.Methods: A descriptive cross-sectional web-based survey was conducted between May to June 2021 to assess the self-efficacy of online learning among nursing students in India. Data collection was done through Google forms that was sent to all the potential respondents through email, messenger and whatsapp. Online learning self-efficacy scale (OLSES) was used for assessing the efficacy of online learning.Results: Online survey was completed by 332 nursing students from various nursing colleges of Uttar Pradesh and New Delhi, India. Majority (81.6%) of the participants were female. Nearly half (50.9%) of them were satisfied with the online classes. Maximum (77.4%) had poor self- efficacy scores in learning domain. Only 77 (23.2%) of students had overall good online learning self-efficacy.Conclusions: The study revealed that majority of the nursing students had poor overall as well as domain wise online learning self-efficacy scores, which highlights the need for urgent identification of possible predictors. Appropriate skill-based trainings should be designed and provided to the students before exposing them to the online learning. This will aid them in gaining confidence and mastery in the skill of navigating the online courses.

scholarly journals STUDI DESKRIPTIF TERHADAP PENURUNAN EFIKASI GURU SELAMA PEMBERLAKUAN PEMBELAJARAN ONLINE

2021 ◽  
Vol 13 (2) ◽  
pp. 73-83
Author(s):  
Charli Sitinjak ◽  
Gibson Manalu ◽  
Hafizh Zain Abdillah
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
Self Efficacy ◽  
Online Teaching ◽  
Teacher Performance ◽  
Education Sector ◽  
The Self ◽  
Teaching System ◽  
Face To Face ◽  
Heavy Burden

Coronavirus disease (2019) or what we usually call COVID-19 has had a significant impact on all sectors, including the education sector. The transition from traditional or face-to-face teaching to an online teaching system. Has given a lot of homework for teachers, they have to work hard to be able to adapt quickly to the changes. In addition, this online learning process places a heavy burden on teachers. This makes teachers stressed and affects teacher performance. This study aims to describe the problems faced by teachers seen from the teacher's self-efficacy during teaching using the online method. 40 teachers participated in this study, where they were asked to fill out a teacher self-efficacy scale (TSE) to measure their self-efficacy. The results showed that there was a significant decrease in the self-efficacy of senior teachers when teaching using the online method

Using the Rating Scale Model to Examine the Psychometric Properties of the Self-Efficacy Scale for Driver Competence

2011 ◽  
Vol 27 (3) ◽  
pp. 164-170 ◽  
Author(s):  
Anna Sundström
Keyword(s):  
Psychometric Properties ◽  
Self Efficacy ◽  
Rating Scale ◽  
Measurement Precision ◽  
The Self ◽  
Test Theory ◽  
Self Report ◽  
Scale Model ◽  
Validity And Reliability ◽  
Two Samples

This study evaluated the psychometric properties of a self-report scale for assessing perceived driver competence, labeled the Self-Efficacy Scale for Driver Competence (SSDC), using item response theory analyses. Two samples of Swedish driving-license examinees (n = 795; n = 714) completed two versions of the SSDC that were parallel in content. Prior work, using classical test theory analyses, has provided support for the validity and reliability of scores from the SSDC. This study investigated the measurement precision, item hierarchy, and differential functioning for males and females of the items in the SSDC as well as how the rating scale functions. The results confirmed the previous findings; that the SSDC demonstrates sound psychometric properties. In addition, the findings showed that measurement precision could be increased by adding items that tap higher self-efficacy levels. Moreover, the rating scale can be improved by reducing the number of categories or by providing each category with a label.

Support for Study: Online Educational Environments and the Rights to Education

2008 ◽  
Vol 12 (1) ◽  
Author(s):  
Lin Lin ◽  
Karen Swan
Keyword(s):  
Online Learning ◽  
Conceptual Framework ◽  
Collaborative Inquiry ◽  
Expert Knowledge ◽  
The Self ◽  
Open Educational Resource ◽  
Educational Resource ◽  
Online Learners ◽  
Educational Environments ◽  
Independent Inquiry

This paper uses an online learning conceptual framework to examine the “rights to education” that the current online educational environments could provide. The conceptual framework is composed of three inquiries or three spaces for inquiries, namely, independent inquiry, collaborative inquiry, and formative inquiry towards expert knowledge [42] that online learners pursue and undertake in the process of their learning. Our examinations reveal that most online open educational resource environments (OERs) can incorporate more Web2.0 or Web3.0 technologies so as to provide the self-directed learners, who are the main audience of OERs, with more opportunities to participate, collaborate, and co-create knowledge, and accordingly, to achieve their full rights to education.

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