Characteristics of Filipino Online Learners
A Survey of Science Education Students’ Engagement, Self-Regulation, and Self-Efficacy
Bibliographic Data
| ID | 22046947 |
|---|---|
| Authors | Mary Rose Briones (0000-0001-6376-6001, De La Salle University, corresponding author), Maricar Prudente (De La Salle University), Maricar Sison Prudente (0000-0003-1156-0380, De La Salle University), Denis Dyvee Errabo (0000-0002-4084-5142, De La Salle University) |
| Year | 2023 |
| Volume | 13 |
| Issue | 11 |
| Pages | 1131 |
| Publication date | 2023-11-13 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci13111131 |
| OpenAlex | W4388639079 |
| Language | EN |
| Citations received | 2 |
| References cited | 51 |
Online education allows learners to develop knowledge and skills flexibly and conveniently—an observation made among students whose characteristics involve student engagement, self-regulation, and self-efficacy. However, studies characterizing Filipino online learners seem to be lacking. This study aimed to characterize science education tertiary students in the Philippines concerning their online student engagement (OSE), self-regulated learning (SRL), and online learning self-efficacy (OLSE). The unprecedented events brought about by the COVID-19 pandemic also urged the implementation of online modalities, yet there is still no available information on students’ online learning profiles. Hence, we conducted survey research using an ex post facto approach to determine the effects of demographic profiles on OSE, SRL, and OLSE. The survey was completed by N = 373 respondents who answered the questionnaire, with informed consent administered via Google Forms. The results revealed that OSE indicators moderately characterized the students, while SRL and OLSE indicators accurately described them, as substantiated by the overall means of M = 3.85 (SD = 0.90), M = 3.86 (SD = 0.92), and M = 3.14 (SD = 0.73), respectively. Also, multivariate tests showed no significant effects among the independent groups (p > 0.05), except for a gender and OLSE interaction (p
Computer-assisted web interviewing · Higher education · Mathematics education · Medical education · Modalities · Multimedia · Online learning · Political science · Self-efficacy · Sociology · Student engagement · Computer Science · Medicine · Motivation and Self-Concept in Sports · Online Learning and Analytics · Psychology · Social Psychology · Technology-Enhanced Education Studies
Self-efficacy and educational development
Measuring Student Engagement in the Online Course
The antecedents and consequences of autonomous self‐regulation for college
Self-regulated learning strategies & academic achievement in online higher education learning environments
Profiles in self-regulated learning in the online learning environment
Intrinsic and extrinsic motivation from a self-determination theory perspective
Comparison of Convenience Sampling and Purposive Sampling
The Philippine Higher Education Sector in the Time of Covid-19
Indonesia Education Readiness Conducting Distance Learning in Covid-19 Pandemic Situation
Emergency Online Learning in Low-Resource Settings
“This weird time we’re in”
Applying the self-determination theory (SDT) to explain student engagement in online learning during the Covid-19 pandemic
The Relationships Between Self-Efficacy, Task Value, and Self-Regulated Learning Strategies in Massive Open Online Courses
An examination of personality traits as a predictor of the use of self-regulated learning strategies and considerations for online instruction
Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being
Students’ Acceptance of the Covid-19 Impact on Shifting Higher Education to Distance Learning in Poland
An Instructional Design Framework for Fostering Student Engagement in Online Learning Environments
Online University Teaching During and After the Covid-19 Crisis
| Citations per year | 2 |
|---|---|
| Citation span | 2025 - 2025 (1) |
| Highly cited | No |