scholarly journals ROLE OF SOCIAL SUPPORT TOWARD STUDENT ACADEMIC SELF-EFFICACY IN ONLINE LEARNING DURING PANDEMIC

2021 ◽  
Vol 19 (2) ◽  
pp. 133-154
Author(s):  
WAHYU SAEFUDIN ◽  
SRIWIYANTI SRIWIYANTI ◽  
SITI HAJAR MOHAMAD YUSOFF
Keyword(s):  
Social Support ◽  
Online Learning ◽  
Distance Learning ◽  
Self Efficacy ◽  
Primary Data ◽  
Learning Program ◽  
Study Results ◽  
Library Studies ◽  
Learning Programs ◽  
Academic Self Efficacy

The Covid-19 pandemic has changed many government policies. One of them is distance learning policies implemented by affected countries. However, distance-learning or online learning program has received a negative response due to the lack of preparation and socialization. Therefore parents, teachers, and students find it difficult to adapt. Students feel doubtful and anxious about success in online learning programs. At the same time, students need high self-efficacy to advance in learning and get the desired results. Therefore, this study aims to describe the description of student self-efficacy in online learning during the pandemics. The research method used is a qualitative approach. The primary data in library studies are compiled through various search pages for scientific journals, books, and government regulations. The study results show that not all students' academic self-efficacy during distance learning is high. Some students are in the lower middle category. In addition, social support has a strong role in increasing students' academic self-efficacy. Thus, this research can be used as an evaluation material in education and a reference in creating policies.

Psychological Engagement of Students in Distance and Online Learning

2016 ◽  
Vol 55 (2) ◽  
pp. 197-218 ◽  
Author(s):  
Emilie Vayre ◽  
Anne-Marie Vonthron
Keyword(s):  
Social Support ◽  
Online Learning ◽  
Path Analysis ◽  
Sense Of Community ◽  
Self Efficacy ◽  
Online Learners ◽  
Mediating Role ◽  
Survey Results ◽  
University Course ◽  
Academic Self Efficacy

The aim of this study is to test a model of online learners' engagement, which integrates social support (from teachers, peers, and family members) and sense of community as direct and indirect factors, with academic self-efficacy playing a mediating role. Survey results based on a questionnaire administered to 255 students enrolled in an online university course confirm, but only partially, our hypothesized model. Path analysis revealed that social support provided by teachers was the only interindividual factor that influenced students' engagement. Moreover, the sense of community was also a significant direct predictor of online learners' engagement. Finally, self-efficacy functioned as a mediator only between the sense of community and engagement.

Developing Distance Learning Programs

2004 ◽  
pp. 1-30
Author(s):  
Susan A. Baim
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Academic Programs ◽  
Learning Program ◽  
Online Student ◽  
Post Secondary ◽  
Organizational Challenges ◽  
Learning Programs ◽  
Distance Learning Program ◽  
The University

This chapter examines the processes associated with developing new distance learning programs at post-secondary academic institutions that have not previously ventured into the world of online learning. Although the majority of the topics discussed are readily applicable across a wide range of academic subjects, a new distance learning program in business technology serves to illustrate the relevant concepts. Through an exploration of students’ thoughts about the opportunities and concerns involved with online learning, plus a brief overview of distance learning efforts starting with one-way, non-interactive communications and moving toward today’s fast-paced interactive courserooms and multimedia capabilities, organizational challenges and potential trouble spots for new online academic programs are identified and discussed. The knowledge gained from this first-hand experience, combined with an ongoing dialog with online student learners and other university stakeholders, provides a strong foundation on which to build and successfully implement new distance learning programs for undergraduates at the university level.

Empirical Investigation into Motives for Choosing Web-based Distance Learning Programs

2016 ◽  
Vol 14 (3) ◽  
pp. 76-90
Author(s):  
Mona Alkhattabi
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Empirical Investigation ◽  
Background Characteristics ◽  
Learning Program ◽  
Web Based ◽  
Economic Changes ◽  
Learning Programs ◽  
E Learning ◽  
Distance Learning Program

Today, in association with rapid social and economic changes, there is an increasing level of demand for distance and online learning programs. This study will focus on identifying the main motivational factors for choosing a web-based distance-learning program. Moreover, it will investigate how these factors relate to age, gender, marital status and parenthood. The results are based on a questionnaire, which was conducted amongst students enrolled in the distance-learning programs provided by the E-learning and Distance Education Deanship at Al-Imam Mohammad bin Saud University during the autumn semester of 2013. In addition to their background characteristics, the survey aimed to determine students' motives for undertaking distance learning.

scholarly journals INTERAKSI KESIAPAN BELAJAR DAN KEPUASAN TERHADAP LAYANAN PADA PEMBELAJARAN ONLINE PROGRAM PASCASARJANA

2017 ◽  
Vol 36 (1) ◽  
Author(s):  
Suciati Suciati
Keyword(s):  
Online Learning ◽  
Self Efficacy ◽  
Self Regulation ◽  
Learning Program ◽  
Learning Readiness ◽  
Individual Level ◽  
Learning Satisfaction ◽  
Learning Success ◽  
Learning Programs ◽  
Rate Correlation

Abstrak: Penelitian ini bertujuan untuk melakukan analisis interaksi antara kesiapan belajar, yang diukur melalui variabel self-efficacy, self-regulation, connectedness dan kepuasan belajar. Faktor-faktor ini dapat membuat mahasiswa merasakan kepuasan dalam proses pembelajaran, sehingga akan bertahan menyelesaikan studi dan tidak putus kuliah di tengah jalan. Sampel penelitian sebanyak 59 responden yang berasal dari berbagai kota provinsi, kabupaten, dan kecamatan di Indonesia. Pengumpulan data dilakukan menggunakan kuesioner yang dikirimkan kepada mahasiswa melalui email, dengan tingkat pengembalian 29,4%. Data dianalisis menggunakan korelasi, dan ditemukan adanya hubungan antarvariabel yang positif dan signifikan, berkisar antara 0,25 sampai 0,78. Selanjutnya dilakukan uji klasik sebelum data dianalisis menggunakan analisis korelasi regresi. Hasil penelitian ini membuktikan bahwa faktor self-efficacy, self-regulation, connectedness secara simultan memengaruhi kepuasan mahasiswa terhadap program belajar yang diikuti. Kepuasan mahasiswa diharapkan dapat membuat mahasiswa bertahan sampai ke akhir dan mencapai keberhasilan.Temuan juga menunjukkan bahwa faktor connectedness secara partial tidak berpengaruh terhadap kepuasan. Kata kunci: pembelajaran online, kesiapan belajar, efikasi diri, regulasi diri, keterhubungan, kepuasan INTERACTION BETWEEN LEARNING READINESS AND SATISFACTION AND THE LEARNING SERVICE IN A GRADUATE ONLINE LEARNING PROGRAM Abstract: This article intends to analyze the interaction among learning readiness, measured by selfefficacy, self-regulation, connectedness and learning satisfaction in online learning. Success in online learning requires a certain mindset and learning behavior necessary for independent learners, to persist and succeed in study. Fifty-nine (59) students from various parts of Indonesia constitute respondents of this research. A questionnaire was sent to 200 students by email, with a 29.4 % return rate. Correlation and regression analysis was employed to determine the effect of the research variables on learning satisfaction. The result shows a positive and significant correlation among students self-efficacy, selfregulation, connectedness and learning satiffaction, ranging from .25 to .78. Further analysis using multiple regression indicates a simultaneous significant effect of self-effectiveness, self-regulation and connectedness on learning satisfaction with effect size of 40%. However at individual level, the effect is not statistically significant. Suggestions are made in terms of developing and implementing online learning programs. Key words: Online learning, learning readiness, self-efficacy, self-regulation, connectedness, satisfaction

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 Measuring University Students’ Perceptions and Attitudes toward Sudden Transition to Online Learning and Academic Self- Efficacy

2021 ◽  
Vol 9 (4) ◽  
pp. 153
Author(s):  
Mona Saad Alamri
Keyword(s):  
Online Learning ◽  
University Students ◽  
Undergraduate Students ◽  
Self Efficacy ◽  
Student Attitudes ◽  
Learning Experiences ◽  
Statistical Correlation ◽  
Social Distancing ◽  
Sudden Transition ◽  
Academic Self Efficacy

Online learning has unquestionably shaped contemporary education. The emergence and spread in recent months of the COVID-19 virus, with the attendant preventative implementation of social distancing, has significantly enhanced online learning’s influence. In the Kingdom of Saudi Arabia, where strict social distancing precautions were implemented early in the pandemic, thousands of college students were rapidly shifted from conventional to online instructional environments. Now that these students have a semester of experience with online learning, the time is propitious to explore these students’ online learning experiences. One concept in connection with which students’ online learning experiences have not been extensively studied is that of academic self-efficacy. The present study seeks to investigate Jeddah University students’ experiences with online learning in light of their assessments of their academic self-efficacy. Employing a combined descriptive/correlational research design organized around a pair of survey instruments—one designed to query students’ online learning experiences and a second designed to measure their senses of their academic self-efficacy—the present study investigates attitudes of a population of 1,167 Jeddah University undergraduate students randomly selected from the available pool of 16,893 individuals. The study finds that student attitudes with respect to both online learning and self-efficacy are high. It shows, furthermore, significant statistical correlation between students’ highly positive experiences with online instruction and their high senses of their academic self-efficacy. By developing the understanding regarding student attitudes and self-efficacy, this research opens avenues for further research into the connections between online learning and students’ self-perceptions. Moreover, the study’s findings hold significant implications for bettering Saudi Arabian e-learning, an outcome fully in keeping with the policy goals outlined in the 2030 vision.

Key Factors for Maximizing the Effectiveness of Blended E-Learning

2014 ◽  
pp. 410-437
Author(s):  
Maria Pavlis-Korres
Keyword(s):  
Distance Learning ◽  
Adult Education ◽  
Educational Process ◽  
Educational Outcome ◽  
Learning Program ◽  
Face To Face ◽  
Scientific Staff ◽  
Learning Programs ◽  
E Learning ◽  
Program Content

The chapter focuses on the main factors, which should be met in order to maximize the effectiveness of a blended e-learning program for adult learners. The factors discussed in this chapter are derived from the perspectives of the learners, scientific staff, administrative staff, and the technical staff engaged in the distance learning process. Specifically, these factors have emerged through the internal evaluation of a national program, Design and Implementation of Distance Learning Programs, implemented in Greece via the Distance Adult Education Center for Lifelong Learning. Findings on the strengths and weaknesses of the program as well as suggestions for implementation of future related programs are also discussed in the chapter. The findings indicate that harmonization of program content and the educational process with the principles of adult education both in face-to-face and online environment has a positive effect on the educational outcome of the program. In addition, the appropriate use of the communication tools in the Learning Management System (LMS) is very important for the effectiveness of the program.

scholarly journals Effects of active learning methodologies on the students’ emotions, self-efficacy beliefs and learning outcomes in a science distance learning course

2019 ◽  
Vol 9 (2) ◽  
pp. 217 ◽  
Author(s):  
Jin Su Jeong ◽  
David González-Gómez ◽  
Florentina Cañada-Cañada ◽  
Alejandrina Gallego-Picó ◽  
Juan Carlos Bravo
Keyword(s):  
Distance Learning ◽  
Active Learning ◽  
Learning Outcomes ◽  
Self Efficacy ◽  
Positive Emotions ◽  
Positive Impact ◽  
Efficacy Beliefs ◽  
Learning Program ◽  
Brick And Mortar ◽  
Distance Learning Program

Distance education programs in higher education are gaining popularity mostly due to the flexibility of the formative programs to fit all the requirements that brick-and-mortar educational institutions are not able to provide to students. However, quite often these distance programs report feelings of isolation, lack of self-direction and management, and eventual decrease in motivation levels. Thus, the main aim of this research is to assess the effect of following an active learning methodology on the students’ emotions, self-efficacy beliefs and learning outcomes in the context of a distance learning program in an Atmospheric Pollution course. According to the results, the use of these methodologies not only had a significant promotion in the positive emotions and self-efficacy beliefs, but also positive impact in the students’ learning outcomes. The results obtained in this research demonstrate that following an appropriate learning methodology in a distance program could contribute to reduce the main handicaps of these programs.

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