Afsheen Rezai; Ehsan Namaziandost
Abstract
The contributions of computer self-efficacy (CSE) to university students’ learning anxiety (LA) in online classes (OCs) has largely remained unexplored in the higher education context of Iran. Thus, this mixed-methods study aims to inspect the correlation between Iranian university students’ ...
Read More
The contributions of computer self-efficacy (CSE) to university students’ learning anxiety (LA) in online classes (OCs) has largely remained unexplored in the higher education context of Iran. Thus, this mixed-methods study aims to inspect the correlation between Iranian university students’ CSE and LA from both quantitative and qualitative perspectives. For this purpose, a total of 290 undergraduate students, including male students (n = 64) and female students (n = 226) for the quantitative part and a sample of 18 undergraduate students, consisting of male students (n = 7) and female students (n = 11) for the qualitative part were chosen through a random sampling method at Ayatollah Borujerdi University, Iran. The participants were asked to fill out a Computer Self-Efficacy Questionnaire, an Anxiety in Online Classes Questionnaire, and a reflective written statement. The collected data were analyzed using a Pearson correlation coefficient test, a multiple regression analysis test, and a thematic coding approach. Findings documented that the participants’ CSE and LA were negatively correlated in OCs. Additionally, the results indicated that the participants’ LA was mainly affected by advanced and beginning factors of CSE. Furthermore, the qualitative findings yielded five overarching themes, including ‘high CSE leads to more risk-taking’, ‘high CSE leads to increased motivation’, ‘high CSE leads to useful experiences’, ‘high CSE leads to accessing additional knowledge sources’, and ‘high CSE leads to increased self-regulation’. The study concludes by offering some implications for pertinent stakeholders.
Zeinab Azizi; Afsheen Rezai
Abstract
With the abrupt emergence and development of the COVID-19 pandemic, face-to-face classes have been replaced with online classes (OCs) on an unprecedented scale in Iran. To improve the quality of OCs, it is quite essential to examine to what extent students are satisfied with them. With this aim, the ...
Read More
With the abrupt emergence and development of the COVID-19 pandemic, face-to-face classes have been replaced with online classes (OCs) on an unprecedented scale in Iran. To improve the quality of OCs, it is quite essential to examine to what extent students are satisfied with them. With this aim, the current mixed-methods study purported to examine university students’ learning satisfaction with OCs at Ayatollah Borujerdi University. For the quantitative part, a total of 509 university students, including males (N=34) and females (N=475) filled out a modified version of the Satisfaction with Online Classes Survey (SWOCS) developed and validated by Bolliger and Martindale (2004). For the qualitative part, a sample of 20 students, consisting of males (N=9) and females (N=11) completed a reflective written statement disclosing their perceptions of OCs. Findings evidenced that the participants are moderately satisfied with OCs. In addition, the results of Friedman test documented that all the sub-factors of SWOCS played an important role in the participants’ learning satisfaction with OCs. Complementary with the quantitative findings, the qualitative results yielded five overarching themes: “instructors are a critical factor for students’ learning satisfaction’, ‘familiarity with technology affects students’ learning satisfaction’, ‘course set-up shapes students’ learning satisfaction’, ‘interactions with others are vital’, and ‘students’ learning satisfaction is closely correlated with outcomes’ Finally, a range of implications is proposed for different stakeholders.
