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The self-efficacy of hybrid learning of international undergraduate students in the post-pandemic Australia
Date Issued
2023
Citation
Kwee, C. T. T., Dos Santos, L. M., Lo, H. F., Chen, Y., She, X., Zhao, H., Fan, P., Wu, J., Zhou, Y., & Guo, T. (2023 Jul 4). The self-efficacy of hybrid learning of international undergraduate students in the post-pandemic Australia. 2023 International Conference on Open and Innovative Education, Hong Kong.
Type
Conference Paper
Abstract
While the current literature concerns the effect of online learning during the COVID-19 pandemic period, there is a paucity of studies investigating the students’ selfefficacy in blended learning in this post-pandemic era. Since self-efficacy is an important predictor of learners’ motivation, confidence and persistence, such a research gap leads to inadequate understanding in developing support for international undergraduate students. Attracting the enrolment of international students in universities
in Western countries is a priority. However, this study examines international undergraduates’ self-efficacy in blended learning during the post-pandemic period, to close the research gap and address such pressing needs.
The Self-Efficacy Theory was used to understand how an individual’s beliefs develop into motivations, actions and accomplishments. The phenomenological approach was used to investigate the development of self-efficacy within lived experiences. Two semi-structured interviews and one focus group activity (five participants in each group) were conducted with each of the 45 first-year undergraduates from Australia. During the data analysis, by examining the sources of self-efficacy, the researchers identified the personal and environmental factors contributing to the success of blended learning among undergraduate students. Therefore, two themes and three subthemes were generated after the open and axial coding.
The findings show that verbal persuasion and encouragement from the lecturers and instructors, the mastery of experiences on both online and faceto-face tutorial discussions, alongside familiarity with campus locations and online learning tools are the factors contributing to an increase in the international undergraduates’ self-efficacy in blended learning. Thanks to such an increase in self-efficacy, these students were able to: first, overcome the anxiety and uncertainty in adapting to learning and living in a new country; second, attain their short-term and long-term academic goals in their pursuit of studies; and third, increase in confidence and resilience in continuing their studies in the post-pandemic era as an international student.
With the opening of the international border in the postpandemic period comes another wave of challenges with long-term international student enrolment and sustainable development of the institutes. However, previous studies have indicated the unsatisfactory learning experiences and challenges they were facing during hybrid learning. Because international undergraduate students are important stakeholders in this higher education community, this study offers significant insights to enhance the learning and teaching in higher education institutions, to ensure the successful and fruitful academic pursuits of this cohort of students.
The Self-Efficacy Theory was used to understand how an individual’s beliefs develop into motivations, actions and accomplishments. The phenomenological approach was used to investigate the development of self-efficacy within lived experiences. Two semi-structured interviews and one focus group activity (five participants in each group) were conducted with each of the 45 first-year undergraduates from Australia. During the data analysis, by examining the sources of self-efficacy, the researchers identified the personal and environmental factors contributing to the success of blended learning among undergraduate students. Therefore, two themes and three subthemes were generated after the open and axial coding.
The findings show that verbal persuasion and encouragement from the lecturers and instructors, the mastery of experiences on both online and faceto-face tutorial discussions, alongside familiarity with campus locations and online learning tools are the factors contributing to an increase in the international undergraduates’ self-efficacy in blended learning. Thanks to such an increase in self-efficacy, these students were able to: first, overcome the anxiety and uncertainty in adapting to learning and living in a new country; second, attain their short-term and long-term academic goals in their pursuit of studies; and third, increase in confidence and resilience in continuing their studies in the post-pandemic era as an international student.
With the opening of the international border in the postpandemic period comes another wave of challenges with long-term international student enrolment and sustainable development of the institutes. However, previous studies have indicated the unsatisfactory learning experiences and challenges they were facing during hybrid learning. Because international undergraduate students are important stakeholders in this higher education community, this study offers significant insights to enhance the learning and teaching in higher education institutions, to ensure the successful and fruitful academic pursuits of this cohort of students.
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