The Virtual Classroom Divide: How Does the Self-Efficacy Gap Reshape Online Learning?

Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals

Y

15

Electronic Learning; Self Efficacy; Asynchronous Communication; Synchronous Communication; Student Experience; Undergraduate Students; Barriers; Public Colleges; Student Motivation; Student Satisfaction; Student Attitudes; Course Selection (Students); Distance Education

10.1080/03634523.2024.2347206

0363-4523
1479-5795

This study explores the role of self-efficacy in online learning modalities. In particular, the research examines how synchronous and asynchronous online courses affect student learning experiences, depending on the level of self-efficacy. Data were collected from 172 undergraduate students in the United States who have taken both synchronous and asynchronous courses. Findings of two-way repeated measures of MANOVA reveal noteworthy interaction effects between course modalities and self-efficacy. Students with high self-efficacy report more favorable online learning experiences, free from challenges stemming from course modalities. Conversely, students with low self-efficacy report less favorable online learning experiences and grapple with challenges arising from course modalities, reporting that asynchronous course experiences are significantly inferior compared with synchronous courses. The study's findings provide meaningful implications for research and practice for online teaching and learning in virtual classrooms.

As Provided

2024

EJ1433483