Abstract
The purpose of this study is to determine contributory factors to students' self-efficacy and barriers in online learning during the COVID-19 pandemic. This research used a quantitative-cross sectional with the 202 student nurses of the College of Nursing, University of Hail. These students were chosen through convenience sampling. Data gathering was between November and December 2021. The frequency and percentage were used to analyze the demographic characteristics and the identified barriers. The results show a significant difference between gender and online environment (t=-3.807; p<.001), time management (t=-2.651; p<.009), and technology (t=-2.902; p<.004) was established. The age was not significant difference with online environment (F=.103; p>.902), time management (F=1.408; p>.247), and technology (F=.750; p>.474). In addition, the level of proficiency was found no significant difference in the online environment (F=1.986; p>.098), time management (F=1.026; p>.395), and technology (F=2.231; p>.067). Lastly, the grade point average (GPA) was also found no significant difference with the online environment (F=.923; p>.490), time management (F=.743; p>.636), and technology (F=.449; p>.870). The weak internet connection has the highest percentage (43.6%) followed by poor presentation materials of instructors (34.2%) as the identified barriers to self-efficacy in online learning education. In conclusion, educational institutions need to understand the factors that influence student attraction and motivation to continue taking online studies in the future.
(c) 2022 The Authors. Published by IASE. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).