The Relations Among Students’ Digital Accessibility, Digital Competence, Self-Efficacy for Self-Direction in Learning and Self-Rated Performance in Engineering Virtual Laboratories

被引：0
作者：
Hsu H.-Y. [1 ]
Bowden D. [1 ]
Acosta S.T. [2 ]
机构：
[1] Department of Curriculum and Instruction, University of Massachusetts Lowell, Coburn 240H, 850 Broadway Street, Lowell, 01854, MA
[2] M University, College Station, TX
来源：
Journal for STEM Education Research | 2025年 / 8卷 / 2期
关键词：
Digital accessibility; Digital competence; Engineering virtual laboratory; Self-direction in learning; Self-efficacy;
D O I：
10.1007/s41979-024-00130-3
中图分类号：
学科分类号：
摘要：
This study investigated the association between students’ perceptions of digital accessibility and competence, self-efficacy for self-directed learning (SDL) and their self-rated final grades in the virtual laboratory course during the COVID-19 outbreak. Data were collected from 217 engineering students enrolled in four virtual undergraduate laboratory courses at a mid-sized public 4-year university in the United States. Findings showed that students’ digital application usage, information-seeking skills and self-efficacy for SDL were significantly associated with virtual laboratory performance. Thus, universities should provide students with opportunities for improving their digital competencies (e.g., using digital applications, searching for information related to academic work) before attending virtual laboratory courses. Promoting students’ self-efficacy for SDL in virtual laboratory environments optimises students’ performance potential and goal achievement in these virtual learning settings. © The Author(s), under exclusive licence to Springer Nature Switzerland AG 2024.
引用
收藏
页码：283 / 302
页数：19
相关论文
共 50 条
  • [1] Profiles of engineering and engineering technology, (2021)
  • [2] Atherton M.C., Academic preparedness of first-generation college students: Different perspectives, Journal of College Student Development, 55, 8, pp. 824-829, (2014)
  • [3] Beaunoyer E., Dupere S., Guitton M.J., COVID-19 and digital inequalities: Reciprocal impacts and mitigation strategies, Computers in Human Behavior, 111, (2020)
  • [4] Bellini C.G.P., Isoni Filho M.M., de Moura Junior P.J., Pereira R., d. C. d F., Self-efficacy and anxiety of digital natives in face of compulsory computer-mediated tasks: A study about digital capabilities and limitations, Computers in Human Behavior, 59, pp. 49-57, (2016)
  • [5] Blayone T., Reexamining digital-learning readiness in higher education: Positioning digital competencies as key factors and a profile application as a readiness tool, International Journal on E-Learning, 17, 4, pp. 425-451, (2018)
  • [6] Bowden D.A., Phillips C., Weitzen J.A., Teaching circuits and electronics laboratory – beyond the brick and mortar walls, In ASEE Annual Conference & Exposition, Tampa, AZ, (2019)
  • [7] Brandt W.C., Measuring student success skills: A review of the literature on self-directed learning. National Center for the Improvement of Educational Assessment., (2020)
  • [8] Brinson J.R., Learning outcome achievement in non-traditional (virtual and remote) versus traditional (hands-on) laboratories: A review of the empirical research, Computers & Education, 87, pp. 218-237, (2015)
  • [9] Brockett R.G., Hiemstra R., Self-direction in adult learning: Perspectives on theory, research, and practice, (1991)
  • [10] Chen X., Song G., Zhang Y., Virtual and remote laboratory development: A review, In Earth and Space, 2010, pp. 3843-3852, (2010)
12345