Examining the relationships among self-efficacy, social presence and learning beliefs

Abstract

The aim of this study is to analyze the relationships among online self-efficacy beliefs, social presence in online environments, epistemological beliefs and teaching-learning conceptions of university students taking campus-based courses via distance learning. In line with this aim, by considering the related literature, a structural equation model was proposed which, then, was analyzed and discussed in light of the literature. A cross-sectional survey design guided the study. A total of 1,630 university students from a state university participated in the study during the spring term of the 2017-2018 academic year. An online self-efficacy scale, a social presence scale for e-learning environments, an epistemological beliefs scale and a teaching-learning conceptions scale were used as data collection tools in the study. The fit indices obtained in the analyses were observed at acceptable levels. The research findings revealed that the university students’ online self-efficacy beliefs had an effect on their social presence perceptions, epistemological beliefs and conceptions of teaching and learning. Similar to the previous studies, the observed relationships were significant. Supporting students’ levels of social presence to increase students’ academic achievement was recommended considering the results.