Abstract
The chapter examines online self-efficacy among students with disabilities, their preferences for studying online, and their challenges, as well as accessible online courses (universal design for learning). Online learning environments require self-efficacy, which varies according to disability type. Online formats must provide enhanced flexibility and accessibility. Instructors may overlook accessibility issues due to a lack of training. Loneliness has also been associated with negative online learning experiences. UDL ensures equitable access to learning materials. This review can inform policy and practice to ensure online learning is accessible to students with disabilities. Finally, for online learning to succeed, it is equally essential to obtain feedback from students with disabilities. Hence, more research is needed to expand and explore the impact of online learning environments on students with disabilities in higher education. The research should also focus on the types of accommodations and disability services most required for online learning.
TopSelf Efficacy In Online Learning
Researchers consider students' thoughts and beliefs about their educational needs. Self-efficacy (SE) is one of the key elements of social cognitive theory, motivating students and improving their success. SE was extensively researched under Bandura’s social cognitive theory, which is defined as an individual’s belief in their ability to produce a desired outcome (Bandura, 1977). According to Bandura, there are four sources of SE: mastery experiences (prior success and failures impacting SE); vicarious experiences (SE is influenced by success and failures - relying on comparison); verbal persuasion (interpersonal support through suggestions, feedback, encouraging and motivational discussion) and physiological/affective state affective states (physical or emotional status may impact SE. All these factors interact with and influence students' online SE.
Understanding SE in an educational setting is crucial as it influences students’ aims, efforts, and achievements. The importance of participants' SE in online education has been extensively studied in the past, strongly suggesting the importance of participants' SE in online education (Corry & Stella, 2018; Sun & Chen, 2016). According to Bradley et al. (2017) academic achievement and SE are positively correlated in online courses. Notably, there is limited empirical research conducted about the online SE of students with disabilities as well as the opportunities and challenges that students with disabilities encounter on the online platform (Lee et al., 2021). Hence, further research is needed to examine the experiences of SWDs in the online learning setting.
Key Terms in this Chapter
Online Education: E-learning, which involves delivering educational content and instruction via the internet.
Higher Education: Tertiary educational institutions that offer an award for academic achievement/degree.
Self-Efficacy: An individual's belief in his/her ability to organize and take action required to achieve a given goal.
Disabilities: Individuals who suffer from long-term physical, mental, intellectual, or sensory impairments that, combined with other barriers, can limit their ability to fully participate in society.
Universal Design for Learning: A set of principles and techniques for using accessible. instructional materials in the classroom.