Abstract:

The successful implementation and utilization of e-learning platforms depends on various factors, including learners’ knowledge and proficiency in handling these platforms, as well as psychological aspects. Among these, self-efficacy, a central construct in Bandura's social-cognitive theory, is a key determinant of students’ engagement, learning experiences, and course satisfaction in online learning environments. Specifically, online learning self-efficacy refers to learners’ belief in their ability to effectively navigate and succeed in e-learning systems. Despite its importance, few studies precisely compare instructional modalities, especially in cross-disciplinary trials.

Addressing these gaps, this randomized controlled trial aimed to compare the effects of synchronous and asynchronous online learning methods on students’ online learning self-efficacy while providing structured training on essential online platforms. The study was conducted at Kashan University of Medical Sciences, Kashan, Iran, with 97 first-semester undergraduate students from four majors: health information technology, operating room technology, anesthesia technology, and radiology technology. To ensure group equivalence in terms of gender, reported familiarity with e-learning platforms, and general computer skills, Pearson chi-squared tests were conducted, revealing no statistically significant differences between groups (α = 0.05).

Students were randomly assigned to two groups. The synchronous group (n = 50) participated in three two-hour live online sessions using AdobeConnect, the University’s in-house online classroom platform. Sessions included desktop sharing, chat pods, microphones, and webcams to encourage active engagement. The asynchronous group (n=47) accessed educational multimedia content through the NAVID LMS, the University’s in-house Learning Management System, with interactive participation facilitated via messaging services and discussion forums. Both groups received identical content focused on how to use the virtual classroom platforms and the Learning Management System.

Online learning self-efficacy was measured before and after the intervention using the Learning Management Self-Efficacy Survey consisting of four dimensions: accessing course content, tests and grades, synchronous communication, and asynchronous communication, along with six demographic and computer skills items. Content validity was confirmed using the Content Validity Ratio and Content Validity Index by a panel of eight experts.

Paired t-tests indicated significant improvements in all dimensions of online learning self-efficacy within both groups. The synchronous group’s overall mean score increased from 61.67 ± 14.94 to 87.89 ± 11.31, and the asynchronous group from 73.83 ± 13.65 to 89.92 ± 12.53 (out of 100). Independent t-tests showed no significant differences between groups post-intervention (α = 0.05).

These findings suggest that both instructional modalities were equally effective in enhancing students’ confidence in managing online learning tasks. In conclusion, this study underscores the significance of incorporating both synchronous and asynchronous e-learning methods to optimize the self-efficacy of university students engaged in online education. The balanced use of these modalities not only addresses the diverse needs and preferences of students but also cultivates a dynamic and inclusive virtual learning environment.

Keywords:

Online learning self-efficacy, Synchronous e-learning, Asynchronous e-learning, Higher education technology.