scholarly journals Orientation programs for online learning in community colleges and the impact on student self-efficacy

2015 ◽  
Author(s):  
Jennifer \AJ\ Scheitler
Keyword(s):  
Online Learning ◽  
Community Colleges ◽  
Self Efficacy ◽  
Orientation Programs ◽  
The Impact

scholarly journals Professional Skills Development Through the Network Learning Community Using an Online Learning Platform

2021 ◽  
Vol 15 (12) ◽  
pp. 202
Author(s):  
Muhammad Ashar ◽  
Waras Kamdi ◽  
Dediek Tri Kurniawan
Keyword(s):  
Online Learning ◽  
Learning Community ◽  
Self Efficacy ◽  
Skills Development ◽  
Live Streaming ◽  
Networked Learning ◽  
Learning Networks ◽  
Personal Learning ◽  
Learning Platform ◽  
The Impact

Networked learning Community (NLC)  that integrates a professional context into the learning experience that uses learning networks to promote self-efficacy and professional development. Online Learning design integrates three techniques: focus on developing personal learning networks, live streaming and online based learning communities and immersive skills and experience mastery for professionals. The hypothesis is that networked learning community among peers in the online learning will help support skills development and confidence in sustainable use of the platform in a personalized way. Meanwhile networking for learning with professionals will strengthen the impact of mastery experience on self-efficacy. Learning experiences as relevant for lifelong learning and professional success are important in today's learning era. NLC aligned with the goals of the 21st century skills movement can be an important mechanism for scaling up efforts to redesign academies that offer skills with a forum for broad but personal learning. The live streaming technique in the learning process in online media has a significant impact in monitoring and monitoring one-on-one learners' abilities. Learning outcomes can be easily corrected and evaluated by relevant experts so that the work can be used as a good portfolio. In the application of the  NLC the target output is that there is a promotion mechanism for students to the industrial world by bringing together professional companies and / or developing entrepreneurship with the addition of business training to the relevant NLC. The results of the platform development show that the flow and process of improving skills and professional learning with the community in one field of multimedia industry is getting better

scholarly journals The Impact of Online Learning During theCovid-19 Pandemic (Case Study: Private University in Jakarta)

2021 ◽  
Vol 11 (8) ◽  
pp. 72-79
Author(s):  
Kristina Hendryka ◽  
◽  
Richardo Christjia ◽  
William Alex Chandra ◽  
Dennis Pedra ◽  
...  
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
Self Efficacy ◽  
Private University ◽  
Education Sector ◽  
Learning Motivation ◽  
Learning Materials ◽  
Learning Achievement ◽  
The Impact

-The virus Covid-19 has caused enough trouble for the whole world for nearly a year, ever since it first emerged in Wuhan, China, in December 2019. All areas of life are affected in a way or more, especially the education sector. Learning process shifting to be online at home, and it is now commonly referred to as online learning. Despite the now regulated way of learning, debates regarding the effectiveness of online learning are widely circulated. Thus, the purpose of this study is to investigate the effectiveness of online learning, and whether it has positively or negatively impacted the students in any way. The result shows that online learning really has significantly positively impacted students’ performance. Their learning achievement, self-efficacy, as well as learning motivation have shown to be greatly affected by this way of learning. The sources of impacts come from the way the learning materials are delivered, how the class is held, and the educators themselves. Keywords- Online learning, Covid-19, students’ performance, learning achievement, self-efficacy

scholarly journals Beyond Conventional Classroom Learning: Linking Emotions and Self-Efficacy to Academic Achievement and Satisfaction with Online Learning during the COVID-19 Pandemic

2021 ◽  
Vol 8 (4) ◽  
pp. 367-374
Author(s):  
Chooi-Seong Lai ◽  
Kah-Mun Au ◽  
Chee-Seong Low
Keyword(s):  
Academic Achievement ◽  
Online Learning ◽  
Self Efficacy ◽  
Learning Experience ◽  
Well Being ◽  
Behavioral Adaptations ◽  
Study Techniques ◽  
Conventional Classroom ◽  
The Impact ◽  
Mental Well Being

This study examined the impact of online learning on students’ mental well-being, distress, anxiety, academic achievement and satisfaction with online learning. A total of 915 undergraduates in Malaysia and Indonesia responded to the Google Classroom Evaluation survey. Results indicated that students’ mental well-being was negatively impacted by financial difficulties, concern that their physical health may suffer due to exposure to Covid-19, and a lack of motivation for online learning. Analysis of emotional factors revealed distress and feelings of nervousness when classes were conducted online. Overall, participants were satisfied with the online learning experience, as was evident from the academic achievement in courses conducted with above average CGPA. Multiple regression analysis indicated that distress, anxiety and self-efficacy in online learning were significant predictors of satisfaction with online learning, with self-efficacy in online learning making the largest contribution. However, academic achievement was not a significant predictor of satisfaction with online learning. It is recommended that higher learning institutions provide counselling, behavioral adaptations and study techniques to support students in managing their distress and anxiety surrounding online learning, which is anticipated to continue throughout 2021 due to the increase in virus cases.

scholarly journals North Bali Students’ Online Learning Self-Efficacy, Engagement, and Satisfaction

2021 ◽  
Vol 10 (1) ◽  
pp. 47-52
Author(s):  
Putu Dinia Suryandani ◽  
Made Hery Santosa
Keyword(s):  
Online Learning ◽  
Self Efficacy ◽  
Quantitative Data ◽  
Sampling Technique ◽  
Mixed Method Research ◽  
Postgraduate Students ◽  
Mediating Role ◽  
Regression Techniques ◽  
The Impact ◽  
Students Satisfaction

This study aimed to investigate the relationship among online learning self-efficacy, engagement, and students’ satisfaction in online learning. The design of this study was mixed-method research through surveys and open-ended interview with the purposive sampling technique. The quantitative data were analyzed using multiple regression. The respondents were 24 postgraduate students from North Bali, Indonesia. The quantitative data were analyzed using correlation and regression techniques, and an open-ended interview was conducted. The research results showed a positive correlation between online learning self-efficacy, engagement, and students’ satisfaction. The study concludes that students’ satisfaction can be enhanced by increasing students’ online learning self-efficacy and engagement either individually or simultaneously. The implication of this study revealed that strategies in self-efficacy and engagement during learning-related emotions could play a mediating role in academic satisfaction. Additionally, learning-related emotion impacts the metacognitive learning procedures, which thus intervene the impact of satisfaction in online learning.

scholarly journals Impact of Perceived Academic Stress and Depression on Self Efficacy Beliefs among University Students during Online Learning in Peninsula, Malaysia

2021 ◽  
Vol 1 (3) ◽  
pp. 260-269
Author(s):  
Mutiu Salami ◽  
Rahmattullah Khan ◽  
Muhammed Yusuf ◽  
Asma Perveen ◽  
Mohammed Y.M. Mai
Keyword(s):  
Online Learning ◽  
University Students ◽  
School Psychologists ◽  
Self Efficacy ◽  
Pearson Correlation ◽  
Efficacy Beliefs ◽  
Academic Stress ◽  
Stress Scale ◽  
The Impact ◽  
General Self Efficacy

Due to the COVID-19 pandemic, a new challenge has developed specifically among students faced with online learning. The challenge that arises from this type of learning is that the students faced some uncertainties and negative emotional states. This study examined the impact of perceived academic stress and depression on self-efficacy beliefs among university students studying online. One hundred twenty-three participants from two public Universities in Peninsula Malaysia participated through an online google form, which consists of three instruments which are Perception of Academic Stress Scale (PASS), General Self-efficacy (GSE), as well as Depression, Anxiety and Stress Scale (DASS). Findings from Pearson correlation revealed a low negative correlation between general self-efficacy and stress (r = -.269, p < 0.01). On the other hand, the result of a simple linear regression between self-efficacy and perceived academic stress was significant with B = -2.30, p < 0.05. Students with higher levels of academic stress tend to experience depressive symptoms, while self-efficacy was a predictor of perceived academic stress. Considering the current unpredictable pandemic situation, with support from school psychologists and counselors, students are expected to heighten their cognitive drives and beliefs, including the motivation to overcome the challenges inherent in online learning.

scholarly journals Exploring the Impact of Small-group Synchronous Discourse Sessions in Online Math Learning

2018 ◽  
Vol 22 (4) ◽  
Author(s):  
Jinnie Choi ◽  
Alyssa Walters
Keyword(s):  
Online Learning ◽  
Problem Solving ◽  
Learning Environment ◽  
Self Efficacy ◽  
The United States ◽  
State Assessment ◽  
Math Performance ◽  
Online Learning Environment ◽  
Math Learning ◽  
The Impact

Students in a fully-online learning environment have limited access to opportunities to talk about math problem solving. While discourse is a promising pedagogical model, less is known about how it translates to online math learning. We analyzed online platform data from two fully-online virtual elementary schools in the United States to address the following research questions: (a) Is participating in math discourse about reasoning and problem-solving related to students’ confidence, self-efficacy toward math, and math mindset in an online learning environment? (b) Is participation in math discourse related to math performance? The results showed that (a) repeated participation in the discourse sessions in a course was not directly related with changes in confidence, self-efficacy toward math, and math mindset, and (b) higher numbers of sessions that students participated in was associated with higher performance in final math course score and state assessment results, after controlling for prior performance and confidence, self-efficacy and mindset scores.

scholarly journals Is it a blessing? The impact of Covid-19 on non-traditional language learners’ satisfaction at Saudi Electronic University

2021 ◽  
pp. 12-17
Author(s):  
Amera Alharbi ◽  
Vicky Wright ◽  
Kate Borthwick
Keyword(s):  
Saudi Arabia ◽  
Online Learning ◽  
Language Learners ◽  
Quantitative Study ◽  
Self Efficacy ◽  
Traditional Students ◽  
Online Course ◽  
Traditional Language ◽  
Non Traditional Students ◽  
The Impact

This study examines non-traditional language learners’ interactions and satisfaction with online learning in the Saudi context during the pandemic. Saudi Electronic University (SEU) is unique in Saudi Arabia as it has adopted a blended mode of teaching and students’ completion of both online and class-based materials is mandatory. It enables non-traditional students to further their studies. In a quantitative study, 732 students completed a questionnaire which examines the online learning experiences of these learners. The survey assessed learners’ self-efficacy for completing an online course, interactions with content, instructor, other students, and overall satisfaction. The paper examines whether moving to entirely online learning during the pandemic has affected their life and study positively or negatively.

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