| Sumario: | Background & Objective: The use of online learning systems during COVID‐19 pandemic created concerns about students' ability to successfully navigate the online learning environment. This study aims to capture the experience and changes in self‐efficacy of physiotherapy students in Jordan. Methods: A mixed methods online survey was used. Physiotherapy entry‐level students in public universities completed the online learning self‐efficacy (OLSE) and the academic self‐efficacy (ASE) scales. A free‐entry text box was used to document the factors that augmented or reduced the perceived level of self‐efficacy. Results: A statistically significant decrease in OLSE (t = 6.043, p < 0.001) and in ASE (t = 3.960, p < 0.001) was identified. Four main qualitative themes were identified, namely: availability of time, resources and learning skills; social and psychological stress; educators' skills and access; and accepting the need for a change. Conclusion: Contrary to expectations, the findings indicated a decrease in self‐efficacy. This has implications in light of the new direction to formalise online learning in Jordanian higher education institutes post COVID‐19 pandemic. Training educators as well as students on best online learning practices could increase students' perceived efficacy.
|
|---|