What is it about?
When we are about to perform a task, we tend to judge how successful we will be at accomplishing it. This self-judgment is called self-efficacy, and people who have high self-efficacy tend to be more persistent in succeeding at a task. But what if we were suddenly plunged into a different way of doing things? How would this affect self-efficacy? In this paper, we explore university students’ state of self-efficacy in online learning as a result of the sudden shift to emergency remote teaching (ERT) when the COVID-19 pandemic emerged in 2020.
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Why is it important?
Self-efficacy is greatly affected by people’s emotional and physical states, their observation of others, and encouragement from significant persons. Most of all, self-efficacy is heavily influenced by people’s previous experiences with a similar - or the same - task. Findings from student self-reports show how the factors above were negatively affected by ERT. In turn, this negatively affected students’ self-efficacy in online learning. Our work highlights the importance of adjusting course delivery methods to help improve students’ attitudes towards online learning, particularly course features that promote social interaction and feedback.
Perspectives
As we were writing the article, we realized that although students saw benefits to online learning, they really enjoyed class discussions, group projects, field trips, even candid comments after class, as these were means to gauge in real-time how they fared vis-a-vis their classmates. It is an interesting notion that although one can feel that he is doing well, one needs others to affirm it. We hope you find this article interesting.
Ma. Monica Moreno
Ateneo de Manila University
Read the Original
This page is a summary of: Factors Affecting Student Self-Efficacy during Emergency Remote Teaching, May 2022, ACM (Association for Computing Machinery),
DOI: 10.1145/3543407.3543420.
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