scholarly journals Teaching efficacy of U.S. Air Force enlisted professional military educators during the COVID-19 pandemic

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Jason Keys
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Air Force ◽  
Self Efficacy ◽  
Sense Of Self ◽  
Measurement Instrument ◽  
Military Education ◽  
Multiple Perspectives ◽  
Online Learning Environments ◽  
Professional Military Education

Abstract Due to the COVID-19 pandemic, U.S. Air Force Enlisted Professional Military Education (EPME) was forced to deliver traditionally in-person leadership development interventions in an online, instructor-facilitated format for the first time in the history of the programme. Despite the absence of training to teach in online learning environments, hundreds of instructors within 80 schoolhouses were charged with embracing this pedagogic shift to continue developing enlisted leaders during a global pandemic. This study examined the sense of self-efficacy of 129 instructors across all levels of U.S. Air Force EPME by utilising a 32-item self-efficacy measurement instrument. This study has implications for enlisted and officer professional military education leaders interested in training and developing faculty to teach in online learning environments. Overall, instructors felt confident in their abilities to teach online, despite pre-service training having focussed solely on in-person instruction. Results indicated a positive relationship between higher senses of self-efficacy and years of instructors’ experience. Instructors who worked with an instructional support specialist showed a significantly higher sense of self-efficacy than instructors who did not. Future studies should aim to integrate multiple perspectives of the efficacy of U.S. Air Force EPME instructors, such as those from students, administrators and colleagues.

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 Self-Efficacy In Online Learning Environments: A Literature Review

2016 ◽  
Vol 9 (1) ◽  
pp. 45-52 ◽  
Author(s):  
Emtinan Alqurashi
Keyword(s):  
Online Learning ◽  
Literature Review ◽  
Learning Environments ◽  
Information Seeking ◽  
Self Efficacy ◽  
Learning Management Systems ◽  
Management Systems ◽  
Online Learning Environments ◽  
Learning Management ◽  
The Relationship

The purpose of this paper was to examine the relationship between self-efficacy and online learning environments. Self-efficacy refers to “beliefs in one’s capabilities to organize and execute the courses of action required to produce given attainments” (Bandura, 1997, p. 3). This paper reviews studies on self-efficacy in online learning environments from 1997 to 2015. Three main categories were discussed: computer self-efficacy, Internet and information-seeking self-efficacy and LMS (Learning Management Systems) self-efficacy. Possible areas of research on self-efficacy in online learning environments were suggested. 

scholarly journals Sustainable Development of University EFL Learners’ Engagement, Satisfaction, and Self-Efficacy in Online Learning Environments: Chinese Experiences

2021 ◽  
Vol 13 (21) ◽  
pp. 11655
Author(s):  
Jiying Han ◽  
Xiaohui Geng ◽  
Qinxiang Wang
Keyword(s):  
Sustainable Development ◽  
Online Learning ◽  
Learning Environment ◽  
Learning Environments ◽  
Self Efficacy ◽  
Emotional Engagement ◽  
Behavioral Engagement ◽  
Online Learning Environments ◽  
The Sustainable Development ◽  
Efl Learners

This study investigated the sustainable development of university EFL learners regarding their engagement, satisfaction, and self-efficacy in online learning environments during the outbreak of COVID-19. In a questionnaire survey with a sample of 428 Chinese undergraduate EFL learners, the students reported a favorable view of online learning environments and subjective learning outcomes. Behavioral engagement was positively related to involvement. Emotional engagement was positively related to student cohesiveness and negatively related to teacher support. Satisfaction was not related to any of the learning environment factors. Self-efficacy mediated the effect of student cohesiveness and student involvement on behavioral engagement, emotional engagement, and satisfaction. These results of the study have implications for creating a sustainable online learning environment and promoting EFL learners’ sustainable development.

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