Factors influencing the self-efficacy of online learning in university students

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Resumen

The study's main goal was to find out how academic evaluation and monitoring, student-teacher interaction, and the virtual teaching process affect a person's sense of self-efficacy in online learning. The research was carried out during the post-pandemic period, with a sample for the study made up of 272 students from a public university in the Arequipa region of Peru. The methodology that was used is no experimental and has two well-defined phases; first, an exploratory factor analysis was performed, which aimed to condense the information in the original variables into smaller series; second, a confirmatory factor analysis was performed, by modelling structural equations based on variances. It is concluded that academic evaluation and monitoring do not positively influence online learning self-efficacy, because the educational model has deficiencies in the online evaluation criteria due to the distrust of teachers and students; However, the student-teacher interaction and virtual teaching process, if they would positively influence the online learning self-efficacy.

Idioma originalInglés
Título de la publicación alojada2023 18th Iberian Conference on Information Systems and Technologies, CISTI 2023
EditorialIEEE Computer Society
ISBN (versión digital)9789893347928
DOI
EstadoPublicada - 2023
Publicado de forma externa
Evento18th Iberian Conference on Information Systems and Technologies, CISTI 2023 - Aveiro, Portugal
Duración: 20 jun. 202323 jun. 2023

Serie de la publicación

NombreIberian Conference on Information Systems and Technologies, CISTI
Volumen2023-June
ISSN (versión impresa)2166-0727
ISSN (versión digital)2166-0735

Conferencia

Conferencia18th Iberian Conference on Information Systems and Technologies, CISTI 2023
País/TerritorioPortugal
CiudadAveiro
Período20/06/2323/06/23

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