scholarly journals Examining Students’ Confidence to Learn Online, Self-Regulation Skills and Perceptions of Satisfaction and Usefulness of Online Classes

2020 ◽  
Vol 24 (3) ◽  
Author(s):  
Brittany Landrum
Keyword(s):  
Online Learning ◽  
Learning Strategies ◽  
Time Management ◽  
Self Efficacy ◽  
Learning Experience ◽  
Self Regulation ◽  
Past Research ◽  
Perceived Usefulness ◽  
Online Classes ◽  
Online Class

As online class offerings continue to proliferate and more students take at least one online class in college, more research is needed to explore factors that impact students’ perceptions of their online classes. Past research has found a positive relationship between students’ computer self-efficacy and their satisfaction with online learning, but little research has explored how learning management system and online learning self-efficacy relate to perceptions of satisfaction and perceived usefulness of online classes. In addition to confidence, students must also implement and apply their learning skills in an online environment; thus self-regulation and time management as well as past online learning experience are additional factors that have been shown to be related to satisfaction with and usefulness of online learning. This study explores how students’ confidence regarding their ability to use online learning platforms, utilize self-regulation strategies, and their confidence in their ability to learn in online classes predict both their satisfaction with and perceived usefulness of online classes. Multiple regression analyses revealed that students’ confidence to learn online was the strongest positive predictor of satisfaction and usefulness of online classes. The results indicate that exploring students’ purpose and reasons for taking online classes, beyond a students’ skill set and learning strategies, are fruitful directions to pursue when assessing evaluations of online classes. 

scholarly journals Well Begun is Half Done: Using Online Orientation to Foster Online Students’ Academic Self-Efficacy

2019 ◽  
Vol 23 (3) ◽  
Author(s):  
M'hammed Abdous
Keyword(s):  
Online Learning ◽  
Self Efficacy ◽  
Learning Experience ◽  
Past Research ◽  
Learning Orientation ◽  
Online Students ◽  
Online Orientation ◽  
Proactive Support ◽  
Academic Self Efficacy ◽  
Students Satisfaction

Past research suggests that the use of an online learning orientation is an effective proactive strategy to ease online students' transition into online learning. Based on a sample of 3888 online students from an urban public university, we used ordinal logistic regression to understand the influence of students' satisfaction with an online learning orientation (OLO), their prior level of online learning experience, and their demographics on their academic self-efficacy (ASE). Consistent with prior research, our findings confirmed the influence of students’ satisfaction with OLO, their prior online learning experience, and their gender on their ASE. In contrast, students’ age and enrollment status proved not to be significant. Overall, our findings provide strong evidence about how the use of an OLO as proactive support strategy can boost online students' academic self-efficacy.

scholarly journals Pre-Service Teachers’ Perceptions of Emotions and Self-Regulatory Learning in Emergency Remote Learning

2021 ◽  
Vol 13 (13) ◽  
pp. 7111
Author(s):  
Lucas Kohnke ◽  
Di Zou ◽  
Ruofei Zhang
Keyword(s):  
Online Learning ◽  
Learning Strategies ◽  
Self Regulation ◽  
Critical Factor ◽  
Online Classes ◽  
Structured Interviews ◽  
Online Questionnaire ◽  
Two Phase ◽  
Holistic Understanding ◽  
Self Regulatory Learning

This study explored emotions and self-regulatory learning in postgraduate students, forced to transition to emergency remote teaching, at a Hong Kong university after the start of the academic semester. Self-regulation is a critical factor for successful online learning, and emotions are important antecedents of self-regulated learning. The study adopted a two-phase research design, with an initial online questionnaire (n = 52) followed by semi-structured interviews (n = 16) to gain a rich and holistic understanding of students’ experiences. Our findings indicate that: (1) locating a suitable location to attend online classes and sharing problems with classmates were the two most frequently self-regulatory learning strategies employed by students; (2) students experienced some enjoyment attending online classes but experienced increased pressure and time commitment to complete assigned work; (3) students found online learning to lack a sense of community, making it challenging to interact with classmates. The findings suggest teachers need to incorporate various synchronous and asynchronous collaborative activities, and they need to increase their own and students’ presence online to motivate and facilitate effective teaching and learning.

scholarly journals Assessment of self-efficacy in online learning of teacher education students in one state university in the Philippines

2022 ◽  
Vol 6 ◽  
pp. 680-693
Author(s):  
Albert Andry Panergayo ◽  
◽  
Karla Mansujeto ◽  
Keyword(s):  
Teacher Education ◽  
Online Learning ◽  
Technology Use ◽  
Time Management ◽  
Self Efficacy ◽  
Learning Experience ◽  
The Philippines ◽  
State University ◽  
Education Students ◽  
Teacher Education Students

Purpose–This paper attempted to describe the online learning self-efficacy of Teacher education students from two groups with and without prior online learning experience in one state university in the Philippines. It further determined whether the self-efficacy of the two groups are comparable as to learning in the online environment, time management, and technology use. Methodology–The researchers utilized the Online Learning Self-Efficacy Scale (OLSES) to collect the necessary data to assess and compare the level of online learning self-efficacy of the respondents from the two groups. Three hundred and eighty-seven Teacher Education students with and without prior online learning experienceparticipated in the study. Results–The study revealed that both groups rated their self-efficacy in learning in the online environment, time management, and technology use as very good. However, the students with online learning experience yielded a relatively higher online learning self-efficacy in all three domains compared to the students without an online learning experience. The study further showed that there is no significant difference in the online learning self-efficacy betweenthe two groups. Conclusion–The Teacher Education students assessed their online learning self-efficacy as very good regardless of their online learning experience. Based on the results of the study, since the p-values of all variables do not exceed the critical value of 0.05, the null hypotheses were all accepted. This implied that there is no statistical difference that exists in the online learning self-efficacy of the students from the two groups.Recommendation–The academic institution, instructors, and students should include the online learning self-efficacy of the students in designing a comprehensive online learning program. It is also recommended to conduct experimental research and explore other demographic factors for future research directions to substantiate the results of the present study.Practical Implications–The higher education institutions would be able to develop a comprehensive design of online delivery of teaching and learning, grounded on the self-efficacy in online learning of the students, to accommodate the needs of various students who lack learning experiences in the context of online learning.

Assessing the effectiveness of online learning in anatomy among first MBBS students during COVID-19

2021 ◽  
Vol 8 (2) ◽  
pp. 145-148
Author(s):  
Chandragirish S ◽  
Mahesh V ◽  
Shashank K J
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Learning Experience ◽  
Cross Sectional Study ◽  
Online Classes ◽  
Media Technology ◽  
Cross Sectional ◽  
Technical Problems ◽  
Online Class ◽  
Personalised Learning

From last few decades there are many changes are taking place in the field of medical education moving from traditional method to more towards online/ e-learning method using internet. The advent of electronic devices like mobile, i- pad, laptops and explosion of social media technology provides opportunities for learners to create their own personalised learning experience. To asses the effectiveness of online learning in Anatomy among first MBBS students during COVID-19. A Cross sectional study was conducted among 120 MBBS First year medical students for a period of 6 months (May 2020 to November 2020) at Chamarajanagara Institute of Medical Sciences, Chamarajanagara. Informed consent was obtained from all the students prior to the start of the study. The online classes were conducted due to covid-19 lockdown in our institution from May 2020 as per the guidelines from RGUHS. In the study majority of students had concentration time of 30 min (71.7%), majority of them opined that there as moderate disturbance during online class (53.3%), majority of them opined that they had moderate internet or network issues (53.3%), majority of them used mobile phone for online class (70%). In the study overall effectiveness of online teaching in anatomy among 1 year students was 61.7% and 38.3% opined that it was not effective. The study concludes that online classes were not so effective as students encountered lot of technical problems, reduced attention span, low motivation and lesser understanding in the concepts of subject thought.

scholarly journals UTILIZATION OF JB CLASS TO PROMOTE STUDENT’S SELF-REGULATION DURING ONLINE LEARNING IN THE COVID-19 PANDEMIC

2020 ◽  
Vol 5 (1) ◽  
Author(s):  
Arif Kurniawan
Keyword(s):  
Online Learning ◽  
Learning Strategies ◽  
Self Regulation ◽  
The Self ◽  
Learning Activities ◽  
Teacher Instruction ◽  
Online Class ◽  
Face To Face ◽  
Self Regulated Learning ◽  
Regulated Learning

Self-regulated learning is very important during online learning in Covid-19 pandemic, since there is no face to face interaction between teacher and students. However, this student ability has not been found in our online class of Biology in X MIPA 1. Based on the author's reflection, students are still very dependent on teacher instruction during their learning activities. To overcome this problem, the author applied online learning utilizing JB Class by implementing self-regulated learning strategies adapted from Wandler & Imbriale (2017). Result of the study describes that online learning using JB Class is able to encourage student’s self-regulated learning. Based on the questionnaire filled out by students, the self-regulated learning among students of class X MIPA 1 reaches 75%.

Insight into strategies adopted by the residents who passed exit fellowship examination in first few attempts

2020 ◽  
Vol 14 (1) ◽  
pp. 10-15
Author(s):  
Humera Zafar Ali Khan ◽  
Amina Ahmad ◽  
Abid Ashar ◽  
Hamid Mahmood
Keyword(s):  
Learning Strategies ◽  
Self Efficacy ◽  
Self Regulation ◽  
Structural Description ◽  
Snowball Sampling ◽  
Emotional Wellbeing ◽  
Self Directed Learning ◽  
Self Confidence ◽  
Helpful Factors ◽  
Emotional Burnout

Background: The residents who pass exit fellowship examination in few attempts adopt certain strategies for early success. The lived experiences of residents passing FCPS final examination in few attempts, barriers to success and strategies to overcome those barriers were studied. Participants and methodology: This phenomenological research study was conducted at Services Hospital, Lahore, Pakistan from June 2015 to May 2017. Purposeful snowball sampling was done. Eleven residents who passed their Final FCPS examination in few attempts, in the last 15 years were included in the study. Semi-structured open-ended interview of the residents was audio-recorded and transcribed. Three themes of helpful factors, barriers encountered and suggestions to overcome those barriers to get through the final FCPS examination and the emerging sub-themes were analyzed and textural and structural description were assigned. Results: Three themes were based on the aim of study and their related emerging sub-themes were found. The helpful factors included self-directed learning, peer assisted learning, interactive educational environment, rehearsal and self-determination. Barriers encountered were related to learning difficulties, competing responsibilities and physical and emotional burnout. Lastly, suggestions to overcome the barriers were use of multiple technology based learning strategies, developing self-confidence and self-efficacy together with prioritization of emotional and physical wellbeing. Conclusions: This study found that self-regulation and internal motivation were important strategies for success in the FCPS exit examination. Barriers can be overcome through technology based learning and increased self-efficacy and prioritizing physical and emotional wellbeing.

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.

scholarly journals Hybrid Team-Based learning in cardiorespiratory physiotherapy education

2020 ◽  
Author(s):  
Shakila Devi Perumal
Keyword(s):  
Learning Strategies ◽  
Self Efficacy ◽  
Learning Strategy ◽  
Learning Experience ◽  
Scientific Evidence ◽  
Phase 1 ◽  
Chronic Obstructive ◽  
Allied Health Education ◽  
Obstructive Pulmonary Disease ◽  
Team Based Learning

Background: Todays modern and future cardio-respiratory physiotherapists are, and will be, presented with ubiquitous and uncertain complex problems in professional life. Yet, to date, teaching approaches lack robust scientific evidence of optimal learning to stimulate students active cognitive engagement of higher-order skills beyond knowledge and skills transfer and are only focused on graduation. For the past two decades, pedagogy recommends the use of active learning strategies to enhance authentic student engagement, self-efficacy, and satisfaction. In recent years, team-based learning (TBL) is emerging as a popular student-centered active collaborative learning strategy that promotes individual and team learning in medical and allied health education. Objective: This paper reports on the design and impact of the novel Hybrid Team-Based learning" (H-TBL) on students engagement and perceptions of their learning experience in a Year 2 undergraduate physiotherapy Cohort. Study Design : A retrospective study. Methods: In 2019, a keynote lecture on Chronic Obstructive Pulmonary Disease (COPD) was taught using a novel hybrid team-based learning" (H-TBL) comprising phases 1-4, delivered in two sessions (COPD1 and 2) to our year two (n=136), undergraduate physiotherapy students. Results: Of 136 students, 82% engaged in Phase 1, 80% attended Phase 2, and 3 of COPD 2 sessions, and 74% engaged in phase 4. 72% provided their perception of their learning experience. Conclusion: The majority of our students valued the learning experience in H-TBL design. This study confers that H-TBL supports students active engagement and self- efficacy. Future randomized studies are mandated to explore the validity and specificity of H-TBL in the physiotherapy curriculum.

scholarly journals Examining Procrastination among University Students through the Lens of the Self-Regulated Learning Model

2020 ◽  
Vol 10 (12) ◽  
pp. 184
Author(s):  
Pierpaolo Limone ◽  
Maria Sinatra ◽  
Flavio Ceglie ◽  
Lucia Monacis
Keyword(s):  
University Students ◽  
Learning Strategies ◽  
Time Management ◽  
Self Regulation ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Academic Settings ◽  
Account Due

Generally considered as a prevalent occurrence in academic settings, procrastination was analyzed in association with constructs such as self-efficacy, self-esteem, anxiety, stress, and fear of failure. This study investigated the role played by self-regulated learning strategies in predicting procrastination among university students. To this purpose, the relationships of procrastination with cognitive and metacognitive learning strategies and time management were explored in the entire sample, as well as in male and female groups. Gender differences were taken into account due to the mixed results that emerged in previous studies. This cross-sectional study involved 450 university students (M = 230; F = 220; Mage = 21.08, DS = 3.25) who completed a self-reported questionnaire including a sociodemographic section, the Tuckman Procrastination Scale, the Time Management Scale, and the Metacognitive Self-Regulation and Critical Thinking Scales. Descriptive and inferential analyses were applied to the data. The main findings indicated that temporal and metacognitive components play an important role in students’ academic achievement and that, compared to females, males procrastinate more due to poor time management skills and metacognitive strategies. Practical implications were suggested to help students to overcome their dilatory behavior.

scholarly journals Business Continuity Plan in the Higher Education Industry: University Students’ Perceptions of the Effectiveness of Academic Continuity Plans during Covid-19 Pandemic

2020 ◽  
Vol 3 (4) ◽  
pp. 51
Author(s):  
Ratneswary Rasiah ◽  
Harpaljit Kaur ◽  
Vinitha Guptan
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Time Management ◽  
Learning Experience ◽  
Management Skills ◽  
Learning And Teaching ◽  
Education Industry ◽  
Good Learning ◽  
Internet Connections ◽  
Higher Education Industry

The Covid-19 pandemic is one of the most disruptive, life-changing events that had brought the world to a perpetual standstill in 2020. Schools and institutions of higher education were impacted badly, resulting from the lockdowns and movement restrictions imposed by the governments of numerous countries. Students and faculty found themselves in virtual classrooms, with many caught unaware of what they needed to do, having to learn new things at lightning speed and feeling a sense of despair. While many online learners had frustrations and concerns regarding their online learning experience, there were those who had a good learning experience. The students’ observations and perceptions of the difficulties and opportunities they encountered in their online learning experience were assessed through grounded theory using textual thematic qualitative analysis of their reflective feedback. The findings reveal that most students had a good online learning experience and found that the academic continuity plans implemented by the universities were effective. The concerns that some students had with online learning were related to technological drawbacks such as poor internet connections, and personal concerns about academic ability and time management skills, among others. This study concludes by offering insights and recommendations to institutions, faculty, and students on how best to conduct online learning and teaching for all.

Sign in / Sign up

Export Citation Format

Share Document