Self-efficacy
Online self-efficacy and remote-learning satisfaction
Open access · cc by · source: Europe PMC
Among Saudi university students in emergency remote learning, online learning, time-management, and technology self-efficacy were central to satisfaction with e-learning.
Study at a glance
- Design
- Cross-sectional — May 2020 survey of OLSE domains vs e-learning satisfaction in Saudi universities
- N
- N=1226 · 1,226 students across 22 universities
- Population
- Saudi undergraduate and postgraduate students in emergency remote learning
- Outcome
- Learning satisfaction associated with online learning, time-management, and technology self-efficacy
Structured fields used in claim comparison tables when every cited study has a complete layer.
Key findings
OLSE domains played salient roles in satisfaction. About half of respondents were below the median satisfaction score (median 69). Authors argue students’ judgment of ability to complete online courses is critical for successful remote approaches.
Methodology
In May 2020, researchers ran a cross-sectional survey of undergraduate and postgraduate students across Saudi universities about emergency remote e-learning. They examined online learning self-efficacy (OLSE) domains—learning, time management, and technology—in relation to satisfaction.
Limitations
Correlational cross-sectional data cannot prove that raising self-efficacy causes higher satisfaction, and emergency COVID conditions may differ from carefully designed online programs.
How this study connects
Role on claims
Each row is a claim on a concept or method page where this paper supports, challenges, or qualifies the statement. Roles are hand-checked — not a model guess.
Digital learning experiences and training contexts are studied as correlates of ICT or teaching-related self-efficacy and related engagement outcomes.
Evidence for the claim as stated.
Across 22 Saudi universities in May 2020, 1,226 students rated emergency remote e-learning. Online-learning self-efficacy domains (learning, time management, technology) related to satisfaction; the satisfaction median was 69 (IQR 21), and 599 respondents (49%) sat below it. The association is correlational: raising self-efficacy was not experimentally shown to raise satisfaction.
Evidence for the claim as stated.
What a survey can claim depends on whether ratings are linked to anything outside the form. The lecture-mode study ties 13,585 complete surveys to exam grades and finds almost no mode–grade link. The emergency-remote, self-efficacy and Jesuit blended papers report challenges, satisfaction and success-factor ratings without those outcome links. Instructor CRE assessment models are faculty accounts of practice, not student performance. Treating all six as one 'engagement survey finding' mixes different questions.
Evidence for the claim as stated.
Across 22 Saudi universities, 1,226 students produced a remote-learning satisfaction median of 69 (IQR 21), with 599 (49%) below that median. Online-learning self-efficacy domains related to those Likert satisfaction scores. The correlation does not show that raising self-efficacy would raise satisfaction.
Evidence for the claim as stated.
Scale and population disagree even when the item type is Likert. Germany models >18,000 national emergency-remote ratings; Saudi satisfaction uses 1,226 students (median 69); emergency-remote challenge catalogues use 138 students (132 with multiple challenges); simulation profiles use 150 volunteers. A nationwide coefficient is not a replication of a 138-person experience survey.
Evidence for the claim as stated.
Open questions
Tensions this paper is part of
From concept pages' “where studies disagree.” Disagreement means the same question; scope means different assays, populations, or outcomes.
What a survey can claim depends on whether ratings are linked to anything outside the form. The lecture-mode study ties 13,585 complete surveys to exam grades and finds almost no mode–grade link. The emergency-remote, self-efficacy and Jesuit blended papers report challenges, satisfaction and success-factor ratings without those outcome links. Instructor CRE assessment models are faculty accounts of practice, not student performance. Treating all six as one 'engagement survey finding' mixes different questions.
Scale and population disagree even when the item type is Likert. Germany models >18,000 national emergency-remote ratings; Saudi satisfaction uses 1,226 students (median 69); emergency-remote challenge catalogues use 138 students (132 with multiple challenges); simulation profiles use 150 volunteers. A nationwide coefficient is not a replication of a 138-person experience survey.
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