Enhancing learning engagement during COVID‐19 pandemic: Self‐efficacy in time management, technology use, and online learning environments.
Background: Due to the global COVID‐19 pandemic, online learning became the only way to learn during this unprecedented crisis. This study began with a simple but vital question: What factors influenced the success of online learning during the COVID‐19 pandemic with a focus on online learning self‐...
| Publicado en: | Journal of Computer Assisted Learning Vol. 37; no. 6; pp. 1640 - 1653 |
|---|---|
| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Dec2021
|
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=154143783&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 154143783 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Dec2021 vid: 37 iid: 6 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 154143783 152045149 154143783 154143783 10.1111/jcal.12603 154143783 ppf: 1640 ppct: 13 formats: tig: atl: Enhancing learning engagement during COVID‐19 pandemic: Self‐efficacy in time management, technology use, and online learning environments. aug: au: Heo, Heeok Bonk, Curtis J. Doo, Min Young affil: Department of Computer Education, College of Education, Sunchon National University, Suncheon‐si, South Korea sug: subj: COVID-19 Pandemic Online Education Students, Undergraduate Psychosocial Factors Learning Environment Self-Efficacy Time Management Information Technology Utilization Academic Performance Evaluation Human Male Female South Korea Questionnaires Structural Equation Modeling Student Attitudes Learning Summated Rating Scaling Descriptive Statistics Factor Analysis Data Analysis Software Chi Square Test Scales Male Female ab: Background: Due to the global COVID‐19 pandemic, online learning became the only way to learn during this unprecedented crisis. This study began with a simple but vital question: What factors influenced the success of online learning during the COVID‐19 pandemic with a focus on online learning self‐efficacy? Objectives: The purpose of this study was to examine the structural relationship among self‐efficacy (SE) in time management, SE in technology use, SE in an online learning environment, and learning engagement. Methods: The participants of the study were 1205 undergraduates who were enrolled in a residential undergraduate program in South Korea in spring semester, 2020. The online survey was administered to collect data for this research and the survey results were analyzed using structural equation modeling. Results and Conclusions: SE in technology use had a significant but negative influence on learning engagement and had a positive impact on SE in an online learning environment. SE in time management had a significant positive impact on SE in an online learning environment and learning engagement. SE in an online learning environment also significantly influenced learning engagement. Implications: SE in technology use itself did not enhance learning engagement. In addition, indirect effects of SE in technology use and SE in time management on learning engagement through SE in an online learning environment were confirmed in this study. This indicates the influential role of SE in an online learning environment on learning engagement of online learners. Lay Description: What is already known about this topic: COVID‐19 forced almost all students to learn online.Time management plays a major role in the success of online learning.Technology self‐efficacy is a requirement in online learning.The learning engagement variable explains learning achievement and attitudes. What this paper adds: Self‐efficacy (SE) in time management and SE in technology use enhanced SE in an online learning environment.SE in technology use itself did not enhance learning engagement.SE in time management and in SE an online learning environment significantly influenced learning engagement.SE in an online learning environment mediated the relationship between SE in technology use and learning engagement as well as between SE in time management and learning engagement. Implications for practice and/or policy: It is important to promote students' online learning self‐efficacy to enhance learning engagement in online learning.Practitioners should be aware that SE in technology use improves learning engagement through SE in an online learning environment.SE in time management should be promoted for successful online learning. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
|---|