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The self-efficacy and satisfaction of students in the digital learning environment
Date Issued
2023
Citation
She, X., Dos Santos, L. M., Zhou, Y., Zhao, H., Fan, P., Wu, J., Lo, H. F., Chen, Y., Guo, T., & Kwee, C. T. T. (2023). The self-efficacy and satisfaction of students in the digital learning environment. 2023 International Conference on Open and Innovative Education, Hong Kong.
Type
Conference Paper
Abstract
The rapid development of science and technology has given students access to a wide range of digitized learning tools that can greatly enhance their knowledge acquisition in the digital learning environment. As a result of both subjective experiences and objective factors, many teaching activities are now conducted with the support of educational technologies, particularly online teaching technologies. Consequently, students must be aware of the differences between traditional classroom learning and digitized online learning and adapt to the changes in the learning environment to overcome any potential difficulties. Based on the self-efficacy theory, three research questions
guided the study: 1) How do online teaching technologies affect students’ learning activities? 2) How do students characterize their self-efficacy and satisfaction levels in digital learning environments? 3) How do students perceive and adapt to digital learning environments? Based on the general inductive approach, the researchers recruited seven participants from a higher education institution in mainland China for the investigation and understanding of the self-efficacy and satisfaction of students in the ever-developing digital learning environment which is different from the previous environments in which they used to study. Purposive and snowball sampling strategies were applied for the
recruitment of targeted participants in this study. As this is a research-in-progress, the semi-structured interview tool was used. In the grounded theory approach with the opencoding and axial-coding techniques, the researcher merged three first-level themes. Though the level of digitization of each participant’s learning environments as well as their backgrounds varied markedly, similarities could be seen in their stories. According to the sharing of participants, the researchers found that the following three themes were closely related to their self-efficacy and satisfaction in the digital learning
environment: 1) learning surroundings, 2) individuals, and 3) emotional state. Most current studies focus on the implementation of educational technologies and objective outcomes. Only a few are paying sufficient attention to the subjective experiences of participants in teaching and learning
activities. Even fewer center on students’ self-efficacy and satisfaction in the digital learning environment resulting from positive and negative external factors like technological advancements as well as the pandemic. By exploring the life experiences, self-efficacy, and satisfaction of the above-mentioned group of students, this study offers some good suggestions for the enhancement of teaching and learning practice and provides reliable references for future studies on related groups of people.
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