Students Self-Efficacy Profile in Online Learning
Basic Information to Improve the Quality of Learning
- 10.2991/assehr.k.220129.016How to use a DOI?
- online learning; self-efficacy; undergraduate student
Online learning that occurred suddenly during the Covid-19 pandemic created challenges for education at universities. To be successful in learning, students need to have high self-efficacy in online learning. This study aims to look at student self-efficacy profiles in online learning during the COVID-19 pandemic and the differences based on student demographic factors (gender, year of entry, and field of study). Self-efficacy data was obtained by filling out the Online Learning Self Efficacy questionnaires by 125 undergraduate students in Yogyakarta which were distributed online through social media. The instrument of self-efficacy in online learning was adapted from the Online learning Self Efficacy Scale from Zimmerman and Kulikowich (2016). Furthermore, the data were analyzed using descriptive analysis to see differences in online learning self-efficacy on several student demographic factors. The results showed that the student’s self-efficacy profile was dominated by the moderate category. There are variations in student self-efficacy profiles in the analysis based on gender, year of entry, and field of study. This is a recommendation for lecturers to improve the quality of online learning by packaging learning that is innovative, interesting, motivating, and introduces students to technology and online learning resources so that they are able to face challenges in online learning.
- © 2022 The Authors. Published by Atlantis Press SARL.
- Open Access
- This is an open access article under the CC BY-NC license.
Cite this article
TY - CONF AU - Kintan Limiansi AU - Samsul Hadi PY - 2022 DA - 2022/01/31 TI - Students Self-Efficacy Profile in Online Learning BT - Proceedings of the 5th International Conference on Current Issues in Education (ICCIE 2021) PB - Atlantis Press SP - 85 EP - 90 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.220129.016 DO - 10.2991/assehr.k.220129.016 ID - Limiansi2022 ER -