Solution
Student Online Learning
Introduction
The rapid development in technology has led to its integration in various aspects of life, including in education. Technology, especially the invention of computers and the internet, has changed the mode of education. Students no longer have to be present in the classroom to learn. They can have access to learning materials through online platforms via their personal computers. Consequently, online education has become the norm in the education sector. The learning channels are highly flexible for students and teachers because learning and teaching can take place in real-time. Furthermore, students can learn at their convenience, including from their homes, while teachers can deliver educational content from anywhere in the world. While online education has become the norm, educators should understand the most effective way to design learning programs and environments because not all motivate students to learn and perform well academically.
Statement of Problem/Delineation of Problem
Technology has become a norm and the trend in the education sector. At different levels, teachers deliver educational content via the internet and students can access it through their personal computers or other mobile devices. While online classes have become common, they are not always an effective practice. The efficacy of the platforms depends on the structure or design of the online platforms. Some fail to take into account the characteristics of the students, technology self-efficacy and motivation, which make them counterproductive instead of supporting the learning process. It is difficult for educators to understand the source of motivation among students in online educational settings. Therefore, educators require research evidence to implement motivating and effective online courses to improve the performance of students. After all, motivation creates self-efficacy and course satisfaction.
Aspects of the Problem and Review of Literature
Researchers have explored the necessity of creating motivating online courses to increase self-efficacy and course satisfaction, which, in turn, leads to better performance in the target courses. Wang, Shannon, and Ross (2013) examined the “key relationship among technology self-efficacy, self-regulated learning, course outcomes, and student characteristics in an online learning setting” (p.302). The study explored the factors that affect outcomes in online learning, such as the gender of the student, the level of education, past online learning experience, technology self-efficacy, and self-regulated learning. They also studied how the level of motivation of the student, learning approaches, and technology self-efficacy differ based on the gender of the learner, experience and level of education. The findings indicated that students with past online learning experiences were more effective in the learning environment. A high level of motivation also influences the effectiveness of online learning. Highly motivated students had a high level of course satisfaction and could use the technology with a high level of self-efficacy. Motivated students and with high self-efficacy studied effectively and had excellent grades in the online courses.
Further research considers ways to improve teaching practice using online strategies. Sun and Chen (2016) focused on the factors that have led to the growth in the use of online learning, such as flexibility of learning across the world, increasing demand among students. Increasing enrollment of learners, growth in the number of courses, and accessibility. In their study, Sun and Chen (2016) explored the growth in online learning due to economic advancement. They revealed that online learning grew from conventional learning because of demand for emergency training, the need to increase access, and rapid technological developments. The study proved that the use of technology that supports online learning had grown rapidly, and during economic downtime, they help students to access education cost-effectively. The challenge in the article is to create effective strategies for the delivery of online learning. Their findings revealed that practical online course depends on the design of the content, motivation in the interaction between the teacher and learner, and well-trained and supported teachers. Furthermore, the ability to create a sense of a learning community online and the level of technological development also affects the effectiveness of online learning.
Further research reveals the role of self-efficacy and motivation in the effectiveness of the online learning environment. Pellas (2014) investigated the role of students’ factors in their effective engagement with online courses. His study revealed that computer or technology self-efficacy was one of the most important factors in the design and use of the online learning environment. Students with the knowledge And experience in the use of the learning environment are highly motivated to engage with the content and achieve positive course outcomes. Other important factors in the process include metacognitive self-regulation and self-esteem, which promote engagement with the online content to generate positive performance outcomes. The results of the article provide critical information that educators can use in designing online courses that support engagement and positive performance outcomes. Teachers should explore the limitations of the important factors because they hinder their engagement with learners and between the learners and the content.
Self-efficacy and motivation are the most critical student’s factors to understand and integrate into the online teaching and learning environment. Alqurashi (2016) studied the association between self-efficacy and the effectiveness of the online learning environment. The researcher used Bandura’s (1997) definition of self-efficacy as “beliefs in one’s capabilities to organize and execute the courses of action required to produce given attainments” (Alqurashi, 2016, 45). The review of the literature indicated that one’s belief in the ability to use the technology determines the level of motivation and eventual success in the learning process and performance. Various studies on self-efficacy in the online learning environment have proven three types of self-efficacy that determine effectiveness in the use of online courses. The three types are “computer self-efficacy, Internet and information-seeking self-efficacy and LMS (Learning Management Systems) self-efficacy”, which are all critical in the success of the new learning settings. Therefore, educators should consider these factors when designing an online learning environment.
Summary
Online learning has become a norm in the modern-day educational setting. Many students and teachers are attracted to the convenience and flexibility that accompanies the ability to teach and learn from anywhere, including at the comfort of one’s home. However, many educators fail to address the necessary student’s factors that affect the effectiveness of the online learning environment. The articles challenge them to understand and incorporate factors such as self-efficacy and self-regulation as a source of motivation for students learning online courses.
Synthesis of Readings and Conclusions
Technology is useful in the modern education system, including the use of online learning programs. Considering the fact that not all online courses can achieve the objective of supporting learning, teachers should incorporate student factors when designing the programs to make them highly effective. They should work closely with students to understand their sources of motivation in the online learning environment. as a result, they will manage to create engaging programs that will achieve the learning goals and improve performance outcomes. Online course should also be relevant to the needs of students, such as their past experience and their technology self-efficacy. Consequently, they will use them successfully to support the learning process and bridge the gap between the traditional classroom and the online learning setting. Such measures will help to stimulate continuous discussions and effective strategies that can enhance the learning and teaching experience.
Further Research
Further research can be done in various areas of the online teaching environment. For example, research is necessary to understand the sources of student’s technology self-efficacy to integrate it effectively in the online learning environment. It is also important to conduct more research on how students develop learning communities and their role in the education process, such as to support collaborative learning. Since technology has numerous opportunities for individual and student groups, more research will inform their continued use to improve long-distance learning. Besides, teachers should learn about the strategies they can use to motivate students in the online learning environment. The research will also explore the future of online learning, considering that technology is changing rapidly. Consequently, they will be able to design content relevant to the emerging online learning platforms
Student Online Learning
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References
Alqurashi, E. (2016). Self-efficacy in online learning environments: A literature review. Contemporary Issues in Education Research (CIER), 9(1), 45-52.
Pellas, N. (2014). The influence of computer self-efficacy, metacognitive self-regulation and self-esteem on student engagement in online learning programs: Evidence from the virtual world of Second Life. Computers in Human Behavior, 35, 157-170.
Sun, A., & Chen, X. (2016). Online education and it’s useful to practice: A research review. Journal of Information Technology Education, 15, 157-190.
Wang, C. H., Shannon, D. M., & Ross, M. E. (2013). Students’ characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning. Distance Education, 34(3), 302-323.
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