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Author: search.filters.author.Sitthiworachart, JiraratSubject: search.filters.subject.Self-efficacy

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    Ineffective Online Learning During the COVID-19 Pandemic in Higher Education
    (2026-01-01)
    Sitthiworachart, Jirarat
    ;
    Hong, Jon Chao
    ;
    Yanwar, Amanda Pradhani
    ;
    Prabowo, Thoriq Tri
    ;
    Suwanno, Phimpawee
    The rapid shift to online learning during COVID-19 caused challenges in higher education. Many teachers and students lacked experience with online learning platforms and techniques. The factors why online learning was not effective during the COVID-19 pandemic are examined. A total of 302 questionnaires were collected using Google Form. The quantitative data were analyzed using SPSS and AMOS for item analysis, facet reliability and validity analysis, path analysis, direct and indirect effect analysis, and difference analysis. The effect of online learning flow, online learning cognitive load, and self-efficacy of online learning on unsuccessful online learning was revealed in this study. The result showed that: (1) greater levels of Self-efficacy of Online Learning on Human-system interaction (SOLH) and Self-efficacy of Online Learning on Content (SOLC) were significantly predict higher levels of Flow in Online Learning (FOL); (2) greater levels of Self-efficacy of Online Learning on Human-system interaction (SOLH) and Self-efficacy of Online Learning on Content (SOLC) were not significantly predict higher levels of Cognitive Load of Online Learning (CLOL); and (3) greater levels of Cognitive Load of Online Learning (CLOL) were significantly predicted higher levels of Online Learning Ineffectiveness (OLI). The online learning ineffectiveness can be reduced by decreasing the levels of cognitive load instead the learning flow.
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    Problem-based learning with library e-resources to enhance student information literacy self-efficacy
    (2024-11-14)
    Prabowo, Thoriq Tri
    ;
    Sitthiworachart, Jirarat
    ;
    Hong, Jon Chao
    ;
    Joy, Mike
    Purpose: This study investigates the effectiveness of problem-based learning (PBL) in information literacy curricula using library e-resources to enhance information literacy self-efficacy (ILSE) of students in two universities in Indonesia, in Java Island (University A) and Sumatra Island (University B). Design/methodology/approach: A comparison of the effectiveness of the approach in the two universities forms the focus of the study, which has adopted a single group quasi-experimental design which was conducted in one online teaching-learning session. The authors compared the pre-test and post-test scores of 65 library and information science (LIS) students from both universities. Findings: The results show that the treatment enhanced ILSE effectively. After the treatment, University A students performed better than those at University B. Research limitations/implications: The factors which affected the success of PBL using library e-resources have not been identified in this study, a task for a future qualitative research study. Practical implications: This study will both inspire the use of library e-resources in learning activities and promote ILSE. Originality/value: Integrating PBL with library e-resources provides opportunity to identify the advantages of library e-resources in supporting student ILSE, resulting a better learning achievement.
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    Demographic analysis of information literacy self-efficacy among library and information science students in Indonesia
    (2024-01-01)
    Prabowo, Thoriq Tri
    ;
    Sitthiworachart, Jirarat
    ;
    Lo, Chung Kwan
    Robust information literacy (IL) self-efficacy is a cornerstone of effective learning. The effect of demographics on IL self-efficacy among Indonesian university students was studied, focusing on gender, age, and current university. Two hundred twenty-four students from four universities participated in this mixed-methods study. Quantitative data, collected through an online survey based on Kurbanoglu's IL self-efficacy scale, were analyzed using t-tests and ANOVA. Qualitative data from follow-up surveys were thematically analyzed. Results indicate high IL self-efficacy. The university which students attended affected IL self-efficacy, while gender and age did not. Educational background, IL experiences, and access to information significantly influenced self-efficacy. The importance of IL skill development in a digital, information-rich world was demonstrated. Valuable insights into the effective use of a two-stage survey on IL self-efficacy tied to demographics are provided, aiming to promote educational equity, refine interventions, allocate resources, enhance curricula, shape policies, and equip students for the demands of the information age.