Online learning self‑efficacy: A necessity for virtual education
Volume 12, Issue 4, April 2022, Pages 1-4
. Habibeh Ahmadipour
Abstract BACKGROUND: Online learning self‑efficacy is considered a major contributor to academic success.
The present study was conducted to assess the psychometric properties of the Persian version of
the Online Learning Self‑Efficacy Scale.
MATERIALS AND METHODS: A cross‑sectional study was conducted on 211 medical students at
Kerman University of Medical Sciences in 2021 who were selected through the convenience method.
Data were collected using a two‑part self‑administered online questionnaire containing demographic
information and the Persian version of the Online Learning Self‑Efficacy Scale (OLSES). Forward and
back‑translation methods were used to provide the Persian version of OLSES. Internal consistency
of the Persian version was determined by the Cronbach alpha coefficient in a pilot study. Exploratory
and confirmatory factor analyses were conducted using SPSS version 20.0 and LISREL version 8.80.
RESULTS: The mean of the participants’ age was 21.40 ± 2.52 years, and most of them (56.4%)
were female. The Cronbach alpha coefficient was determined as 0.74, 0.90, 0.75, and 0.89 for
learning, time management, technology use subscales, and the whole scale, respectively. Exploratory
factors analysis revealed the justifiability of factor analysis. In confirmatory factor analysis, most of
the goodness of fit indices had an acceptable level.
CONCLUSIONS: Our study found that the Persian version of OLSES had good psychometric
properties and can be used as a simple, valid, and reliable tool to assess students’ self‑efficacy
related to the e‑learning environment.