Predictors of Online Learning Self-Efficacy in University Students

Gutierrez-Aguilar O.; Ticona-Apaza F.; Ticona-Apaza V.; Calderon-Chavez E.; Chicana-Huanca S. · Lecture Notes in Networks and Systems (2024) · DOI: 10.1007/978-3-031-74825-7_23

Resumen

The main objective of this study was to investigate the impact of academic evaluation and monitoring, the interaction between students and teachers, and the virtual teaching process as predictor variables on perceived self-efficacy in online learning. The research was carried out in the period after the pandemic and included a sample of 272 students from a public university in the Arequipa region of Peru. A non-experimental methodology was used and divided into two clear phases. Initially, an exploratory factor analysis was carried out to reduce the original variables’ information to a more compact series. Subsequently, confirmatory factor analysis was performed using variance-based structural equation modelling. It was concluded that academic evaluation and monitoring do not positively influence the self-efficacy of online learning due to deficiencies in the online evaluation criteria of the educational model, aggravated by the mistrust of teachers and students. However, it was found that both the student-teacher interaction and the virtual teaching process positively influence the self-efficacy of online learning. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2024.

Instituciones: Universidad Nacional de San Agustín de Arequipa; Universidad Católica de Santa María