Examining Demographic Differences in Online Learning Self-Efficacy and Online Self-Regulated Learning

  • Siti Fairus Fuzi Universiti Teknologi MARA Melaka https://orcid.org/0009-0003-6046-0092
  • Siti Ramizah Jama Universiti Teknologi MARA Melaka
  • Siti Nursyahira Zainudin Universiti Teknologi MARA Melaka
  • Bushra Abdul Halim Universiti Teknologi MARA Melaka
  • Nurul Emyza Zahidi Universiti Teknologi MARA Melaka
  • Nordianah Jusoh Universiti Teknologi MARA Melaka
  • Wan Hartini Wan Hassan Universiti Teknologi MARA Melaka
DOI: https://doi.org/10.22610/imbr.v15i3(I).3554
Keywords: Online learning self-efficacy, online self-regulated learning, online learning environment, online learning satisfaction, academic performance

Abstract

Online learning and blended learning have become a practice in many universities for modes of learning during the Covid-19 pandemic. Therefore, students’ online learning self-efficacy and online self-regulated learning are necessary to be explored. This quantitative study included a sample of 442 university students enrolled in management science, social sciences and humanities, and science and technology disciplines of study. Six online learning self-efficacy (self-efficacy in computer/internet, self-efficacy in online learning environment, self-efficacy in time management, self-efficacy in interacting with lecturers in online courses, self-efficacy to interact socially with classmates, and self-efficacy to interact academically with classmates) and six online self-regulated learning (goal setting, environment structuring, task strategies, time management, help-seeking, and self-evaluation) dimensions were studied. The study found students exhibit high levels of online learning self-efficacy and online self-regulated learning. No gender differences were found in both online learning self-efficacy and online self-regulated learning. Younger students (20 years old and below), students in lower semesters (semester 1 or 2), and students with good to very good internet connectivity in their places of stay for online learning exhibited higher in both online learning self-efficacy and online self-regulated learning. Non-graduating students had higher self-efficacy to interact with lecturers and to interact socially and academically with classmates than graduating students. Students in management science social science and humanities courses exhibited higher online self-regulated learning but not online learning self-efficacy.

Downloads

Download data is not yet available.

References

Abdul Halim, B., Zainudin, S. N., Fuzi, S. F., Jama, S. R., Zahidi, N. E. & Wan Hassan, W. H. (2022). Online distance learning readiness among students: a comparative study between mathematics and statistics courses. Jurnal Intelek, 17(1), 63-71.
Alqurashi, E. (2016). Self-efficacy in online learning environments: A literature review. Contemporary Issues in Education Research (CIER), 9(1), 45-52.
Altun, S. & Erden, M. (2013). Self-regulation-based learning strategies and self-efficacy perceptions as predictors of male and female students’ mathematics achievement. Procedia-Social and Behavioral Sciences, 106, 2354-2364.
Appiah-Kubi, E., Amponsah, M. O., Nti-Adarkwah, S. & Collins, A. (2022). Assessing the Influence of Gender on Self-Regulated Learning and Academic Engagement among Senior High School Students in Ghana. European Journal of Educational and Development Psychology, 10(2), 28-41.
Bandura, A. & Ramachaudran, V. S. (1994). Encyclopedia of human behavior. New York: Academic Press, 4, 71-81.
Barnard, L., Lan, W. Y., To, Y. M., Paton, V. O. & Lai, S. L. (2009). Measuring self-regulation in online and blended learning environments. The internet and higher education, 12(1), 1-6.
Cho, M. H. & Kim, B. J. (2013). Students' self-regulation for interaction with others in online learning environments. The Internet and Higher Education, 17, 69-75.
Haynes, J. C., Hainline, M. S. & Sorensen, T. (2018). A measure of self-regulated learning in online agriculture courses. Journal of Agricultural Education, 59(1), 153-170.
Edisherashvili, N., Saks, K., Pedaste, M. & Leijen, Ä. (2022). Supporting self-regulated learning in distance learning contexts at higher education level: systematic literature review. Frontiers in Psychology, 12, 792422.
Mayda, M. H., Erail, S. & Karaduman, E. (2020). Examination of self-regulated online learning skills in faculty of sports sciences students. European Journal of Education Studies, 7(11).
Hodges, C. B. (2008). Self?efficacy in the context of online learning environments: A review of the literature and directions for research. Performance Improvement Quarterly, 20(3?4), 7-25.
Ithriah, S. A., Ridwandono, D. & Suryanto, T. L. M. (2020, July). Online learning self-efficacy: The role in e-learning success. In Journal of Physics: Conference Series, 1569(2), 022053). IOP Publishing.
Jan, S. K. (2015). The relationships between academic self-efficacy, computer self-efficacy, prior experience, and satisfaction with online learning. American Journal of Distance Education, 29(1), 30-40.
Julaihi, N. H., Zainuddin, P. F. A., Nor, R. C. M., Bakri, S. R. A., Hamdan, A., Salleh, J. & Bujang, N. (2022). Self-Efficacy in Learning Mathematics Online. Journal of Cognitive Sciences and Human Development, 8(1), 139-156.
Kamali, M. & Bagheri-Nesami, M. (2022). The association between online self-regulated learning and E-learning acceptance among medical sciences students during the COVID-19 pandemic. Journal of Nursing and Midwifery Sciences, 9(3), 219.
Kellenberg, F., Schmidt, J. & Werner, C. (2017). The adult learner: Self-determined, self-regulated, and reflective. Signum Temporis, 9(1), 23.
Keskin, Ö. & Korkutata, A. (2018). Reviewing Academic Motivation Levels of Students Study in Different Faculties in Terms of Certain Variables (Sakarya University Case). Journal of Education and e-Learning Research, 5(2), 208-216.
Kuo, Y. C., Tseng, H. & Kuo, Y. T. (2020, April). Internet self-efficacy, self-regulation, and student performance: African-American adult students in online learning. In International Journal on E-Learning (pp. 161-180). Association for the Advancement of Computing in Education (AACE).
Kurniawan, C., Soepriyanto, Y., Zakaria, Z. & Aulia, F. (2022, March). Gender Differences in E-Learning Self-Efficacy during Pandemic Covid-19. In 2nd World Conference on Gender Studies (WCGS 2021) (pp. 79-83). Atlantis Press.
Limiansi, K. & Hadi, S. (2022, January). Students Self-Efficacy Profile in Online Learning. In 5th International Conference on Current Issues in Education (ICCIE 2021) (pp. 85-90). Atlantis Press.
Liu, X., He, W., Zhao, L. & Hong, J. C. (2021). Gender differences in self-regulated online learning during the COVID-19 lockdown. Frontiers in Psychology, 12, 752131.
Oates, S. (2019, September). The importance of autonomous, self-regulated learning in primary initial teacher training. In Frontiers in Education, 4, 102). Frontiers Media SA.
Peechapol, C., Na-Songkhla, J., Sujiva, S. & Luangsodsai, A. (2018). An exploration of factors influencing self-efficacy in online learning: A systematic review. International Journal of Emerging Technologies in Learning (Online), 13(9), 64.
Samruayruen, B., Enriquez, J., Natakuatoong, O. & Samruayruen, K. (2013). Self-regulated learning: A key of a successful learner in online learning environments in Thailand. Journal of Educational Computing Research, 48(1), 45-69.
Santoso, H. B., Riyanti, R. D., Prastati, T., Susanty, A. & Yang, M. (2022). Learners’ online self-regulated learning skills in Indonesia Open University: Implications for policies and practice. Education Sciences, 12(7), 469.
Shen, D., Cho, M. H., Tsai, C. L. & Marra, R. (2013). Unpacking online learning experiences: Online learning self-efficacy and learning satisfaction. The Internet and Higher Education, 19, 10-17.
Stephen, J. S. & Rockinson-Szapkiw, A. J. (2021). A high-impact practice for online students: the use of a first-semester seminar course to promote self-regulation, self-direction, online learning self-efficacy. Smart Learning Environments, 8(1), 6.
Ulfatun, T., Septiyanti, F. & Lesmana, A. G. (2021). University students’ online learning self-efficacy and self-regulated learning during the COVID-19 pandemic. International Journal of Information and Education Technology, 11(12), 597-602.
Yavuzalp, N. & Bahcivan, E. (2020). The online learning self-efficacy scale: Its adaptation into Turkish and interpretation according to various variables. Turkish Online Journal of Distance Education, 21(1), 31-44.
Yot-Domínguez, C. & Marcelo, C. (2017). University students’ self-regulated learning using digital technologies. International Journal of Educational Technology in Higher Education, 14(1), 1-18.
Zhao, H., Chen, L. & Panda, S. (2014). Self?regulated learning ability of C Chinese distance learners. British Journal of Educational Technology, 45(5), 941-958.
Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational psychologist, 25(1), 3-17.
Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary educational psychology, 25(1), 82-91.
Zimmerman, W. A. & Kulikowich, J. M. (2016). Online learning self-efficacy in students with and without online learning experience. American Journal of Distance Education, 30(3), 180-191.
Published
2023-10-08
How to Cite
Fuzi, S. F., Jama, S. R., Zainudin, S. N., Abdul Halim, B., Zahidi, N. E., Jusoh, N., & Hassan, W. H. W. (2023). Examining Demographic Differences in Online Learning Self-Efficacy and Online Self-Regulated Learning. Information Management and Business Review, 15(3(I), 441-455. https://doi.org/10.22610/imbr.v15i3(I).3554
Issue
Vol 15 No 3(I) (2023)
Section
Research Paper

Copyright (c) 2023 Siti Fairus Fuzi, Siti Ramizah Jama, Siti Nursyahira Zainudin, Bushra Abdul Halim, Nurul Emyza Zahidi, Nordianah Jusoh, Wan Hartini Wan Hassan

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Author (s) should affirm that the material has not been published previously. It has not been submitted and it is not under consideration by any other journal. At the same time author (s) need to execute a publication permission agreement to assume the responsibility of the submitted content and any omissions and errors therein. After submission of revised paper in the light of suggestions of the reviewers, the editorial team  edits and formats manuscripts to bring uniformity and standardization in published material.

This work will be licensed under Creative Commons Attribution 4.0 International (CC BY 4.0) and under condition of the license, users are free to read, copy, remix, transform, redistribute, download, print, search or link to the full texts of articles and even build upon their work as long as they credit the author for the original work. Moreover, as per journal policy author (s) hold and retain copyrights without any restrictions.