Investigating the effects of e-learning environment on collaborative learning and academic self-efficacy in Payame Noor University students

Heidarizadeh, Nasrin; Jahan, Javad

doi:10.22034/jmep.2025.509901.1487

Investigating the effects of e-learning environment on collaborative learning and academic self-efficacy in Payame Noor University students

Document Type : Original Article (Quantified)

Authors

Nasrin Heidarizadeh ¹

Javad Jahan ²

¹ Assistant Professor, Department of Educational Sciences, Payame Noor University, Tehran, Iran

² Assistant Professor, Department of Educational Sciences, Farhangian University, Tehran, Iran.

https://doi.org/10.22034/jmep.2025.509901.1487

Abstract

Abstract
The aim of this study is to investigate the effects of electronic learning environment on collaborative learning and academic self-efficacy in students of Payame Noor University. The research method is applicable in terms of its purpose, quantitative in terms of its implementation method, and descriptive-correlational in terms of its nature and method. The statistical population of the study includes all students of Payame Noor University in Kermanshah in the academic year 2023-2024, of which 250 people were selected and studied by purposive sampling. To collect data, the participatory learning questionnaire (Stephen Cho and Bowley, 2007), the academic self-efficacy questionnaire (Jinks and Morgan, 1999), and Watkins et al. (2004) e-learning were used. SPSS and Smart PLS software were used to analyze the data. The results show that the e-learning environment has a significant relationship with collaborative learning (0.05, P-Value ≤ 9.69, t = 0.572β =), academic self-efficacy (0.05, P-Value ≤ 9.45, t = 0.555β =); and the e-learning environment improves collaborative learning and academic self-efficacy. The e-learning environment, with the opportunities and resources it provides to students, enables them to improve their learning by using these components, form broader relationships and interactions, and have greater satisfaction with education.
Introduction
The development of information technology has led to many changes in various fields, including education. Under the influence of these conditions, education and technology have merged, and e-learning has emerged as a powerful tool for teaching and learning, and with a variety of modern smart technologies, it has expanded to access learning resources and has had an impact on learning and teaching methods (Al-Fraihat et al., 2020), which has led to changes in teaching and learning approaches and, consequently, changes in teaching and learning methods (Luka, 2018). Accordingly, educational organizations play an important role in the growth and expansion of e-learning. Given that most universities and higher education institutions use e-learning, the development of information technology in educational systems, especially e-learning, is not just a choice, but an inevitable necessity that is considered an effective factor in the reform of educational systems (Khorasani et al., 2012).
In today's world of teaching and learning, there is more emphasis on active and learner-centered learning rather than subject-centered or instructor-centered methods. One type of active learning method is collaborative learning. In this method, small heterogeneous groups work together to achieve a goal. In the group process, the interaction of group members creates opportunities for important experiences, including the ability to ask, explain, criticize, and give examples. Members of collaborative learning groups grow both in terms of knowledge and learning skills and in terms of establishing interaction and social skills during the learning process (Day & Salsali, 2010). In a collaborative learning environment, students have opportunities to interact with each other to achieve their common goals and to progress both academically and socially. Through interactions, students learn to ask for clarification on issues, present their ideas, clarify disagreements, and generate new understandings and inferences (Ke & Carafano, 2016).
Zimmerman (2000) points out that the construct of self-efficacy is multidimensional; therefore, its effect size varies according to the domain of demands. Accordingly, some researchers have emphasized that the assessment of the construct of self-efficacy should be done in a context-dependent manner; therefore, some researchers emphasize that in academic situations, measuring academic self-efficacy is more important than general self-efficacy. Academic self-efficacy refers to the ability of a student to successfully complete academic tasks. Some studies have shown that in academic situations, academic self-efficacy has a greater impact on academic outcomes than more general measures of self-efficacy (Nezhadasadi & Porshafei, 2012). Considering the above, in this study we seek to answer the question: What are the effects of the e-learning environment on collaborative learning and academic self-efficacy in Payam Noor University students?
Theoretical Framework
E-Learning Environment
E-learning environment refers to a space in which digital technologies are used to deliver and manage learning processes. These environments can include websites, online learning platforms, educational software, and other digital tools that allow learners to access educational content, interact with the teacher and other learners, and track their progress (Tarkhan & Mostafavi, 2020).
Collaborative Learning
Collaborative learning is an educational approach in which students work together in groups and interact with each other to learn new concepts and solve problems. In this method, group members achieve more effective and deeper learning by sharing their knowledge and experiences (Ghorbani et al., 2024(.
Academic self-efficacy
Self-efficacy, as one of the motivational variables, causes an individual to spontaneously strive in the environment and achieve their efficacy beliefs through intrinsic motivation (Afangideh, 2022).
Nezhad Asadi & Safarzadeh (2023) studied the design of a desirable virtual learning model based on academic self-efficacy and self-regulated learning strategies mediated by academic adaptation. In a study, they showed that in order to increase academic self-efficacy and self-regulated learning strategies on students' desired e-learning, it is possible to focus on strengthening academic adaptation.
Wei et al., (2023) studied the identification of the role of motivation, perceived learning support, learning participation, and self-regulated learning strategies. They reported that self-regulated learning strategies have a positive and significant effect on learners' perceived learning outcomes from online courses.
Research Methodology
The research method is applicable in terms of its purpose, quantitative in terms of implementation, and descriptive-correlational in terms of nature and method. The statistical population of the study includes all students of Payam Noor University of Kermanshah in the academic year 2023-2024, of which 250 people were selected and studied by purposive sampling. To collect data, the participatory learning questionnaire (Stephen Cho and Bowley, 2007), the academic self-efficacy questionnaire (Jinks and Morgan, 1999), and Watkins et al. (2004) e-learning were used.
Research findings
SPSS and Smart PLS software were used to analyze the data. The results obtained show that the e-learning environment has a significant relationship with participatory learning (0.05, P –Value ≤ 9.69, t = 0.572β =) and academic self-efficacy, (0.05, P –Value ≤ 9.45, t = 0.555β =); and the e-learning environment improves participatory learning and academic self-efficacy. The e-learning environment, with the opportunities and resources it provides to students, allows them to improve their learning by using these components, form broader relationships and interactions, and have greater satisfaction with education.
Conclusion
The present study aimed to investigate the effects of the e-learning environment on collaborative learning and academic self-efficacy in Payam Noor University students. The results of this study are consistent with the results of Nezhad Asadi & Safarzadeh (2023), Wei et al. (2023), Babaei parsheh & Mosadeghi Nik (2022), Alamolhoda & Zeinali (2022), Khodamoradi et al. (2022), Firuzi et al. (2021), Portokoli et al. (2020), and Tarkhan & Mostafavi (2020). Portokoli et al. (2020) showed that factors such as content, interaction, technology, instructor, service quality, design, perceived ease of use, personalization, perceived usefulness, learner, perceived value, and self-efficacy were the most important factors affecting e-learner satisfaction. In the interview section, content design principles, learner, implicit consequences, attention to learning-related approaches, and the role of the instructor had the greatest role on e-learner satisfaction, respectively. Educational technologies eliminate geographical and educational limitations and bring learners and instructors closer to each other over time and space. Therefore, by reducing time and space limitations, the e-learning environment increases educational and social ties which can increase the field for elevating collaborative learning.

Keywords

Learning Environment

E-learning Environment

Collaborative Learning

Academic Self-Efficacy

Attitude Towards Education

Subjects

management

Adeyemi, T. O., & Olaleye, F. O. (2020). Information communication and Technology (ICT) for the effective management of secondary school for sustainable development in Ekiti state, Nigeria American-Eurasian. Journal of Science Research,5(2), 106-113.

Afangideh, D. M. (2022). Impact of Language Laboratory and French Students Engagement. World of Science: Journal on Modern Research Methodologies, 1(2), 24-33.‌ Retrieved from https://univerpubl.com/index.php/woscience/article/view/78.

Ahangar-Selebani, V. (2014). Investigating the impact of knowledge management processes on e-learning (Case study: General Inspection Organization of the Republic of Iran), Master's thesis in Production Management, Islamic Azad University, Central Tehran Branch. (in Persian).

Al-Fraihat, D., & Joy, M., & Sinclair, J. (2020). Evaluating E-learning systems success:An empirical study. Computers in Human Behavior, 102, 67-86. DOI:10.1016/j.chb.2019.08.004

Alamolhoda, M., & Zeinali, A. (2022). Students' Academic Self-Efficacy Model: Role of Metacognition and Meta-Emotion with Mediating of Self-Directed Learning. Teaching and Learning Research, 18(2), 144-156. doi: 10.22070/tlr.2023.13622.1029. (in Persian).

ALIPOUR, N., & NOROOZI, D., & NOURIAN, M. (2021). Designing a model of components affecting the quality of e-learning environments. JOURNAL OF TECHNOLOGY OF EDUCATION (JOURNAL OF TECHNOLOGY AND EDUCATION), 15(3 (59)), 503-518. SID. https://sid.ir/paper/402369/en. (in Persian).

Babaei Parsheh, A., & Mosadeghi Nik, F. (2022). The relationship between information literacy and communication skills of teachers with academic self-efficacy with the moderating role of students' intelligence beliefs. Management and Educational Perspective, 4(2), 1-20. doi: 10.22034/jmep.2022.316796.1084. (In Persian)

Babajani Gorhi, L., & Hejazi M., & Morovati Z.A., & Yosefi Afrashteh, M. (2019). The mediating role of academic self-efficacy in the relationship between self-regulated learning strategies and academic engagement in medical and paramedical students. Bimonthly Scientific-Research Education Strategies in Medical Sciences; (4) 12:147-157. SID. https://sid.ir/paper/364598/fa. (In Persian)

Balochi, Z., & Elahi, Z., & Mazaheri, M. (2023). Investigating the effectiveness of collaborative learning on the verbal behaviors of visually impaired students. Education and Learning Studies. 15(1)(84/2). 15-1. doi: 10.22099/jsli.2023.7178. (in Persian).

Bani Asadi, A. & Pourshafei, H. (2013). The role of educational motivation, self-efficacy, and study approaches in mathematics achievement. The Journal of New Thoughts on Education, 8(4), 81-102. doi: 10.22051/jontoe.2013.328. (in Persian).

Bandura, A (1995). Exercise of personal and collective efficacy in changing societies. In: Bandura, A. (ed.), Self-efficacy in Changing Societies. Cambridge University Press, Cambridge MA. https://psycnet.apa.org/record/1995-98092-001

Darling-Hammond, L., & Austin, K., & Orcutt, S., & Martin, D., & Tharp, R. & Palinscar, A. (2013). Learning from others: Learning in a social context. In Theory into Practice.

Day, R., & Salsali, M. (2010). Problem based learning in collaborative pilot baccalaureate nursing programs; A project of the faculty of nursing Canada. Alberta University Press, 15(4), 5-22.

Erturk, E. (2016). Using a cloud-based collaboration technology in a systems xnalysis and design course. International Journal of Emerging Technologies in Learning (iJET), 1-6. See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/292678491.

Fernandez-Río, J., & Mendez-Gimenez, A. (2016). El aprendizajecooperativo modelo pedagogico para educacion física [Cooperative learning pedagogical model for physical education]. Retos: nuevas. Tendencias en educacion física, deporte y recreacion 29, 201-206. DOI: https://doi.org/10.47197/retos.v0i29.38721

Firoozi, F., & Taleb, Z., & Shahmohammadi, N. (2021). A pattern for Cloud Computing - Based Collaborative Learning in Higher Education: Grounded Theory. New Educational Approaches , 16(1), 21-42. doi: 10.22108/nea.2021.127202.1606. (in Persian).

Ghaderi, A., & Yarmohammadian, A. (2016). The relationship between self-efficacy, academic motivation and social adjustment in third-year students of the first intermediate course in Isfahan, National University Conference, Development Axis, Torbat Heydariyeh, https://civilica.com/doc/616692. (in Persian).

Ghorbani, R., & Ahmadi, F., & Pour Soltani, F. (2024). Investigating the cooperative learning teaching method and its impact on improving students' motivation and academic achievement, https://civilica.com/doc/2156827(in Persian).

Hajilou, F., & Golabi, F., & Khodamoradi, T. (2022). Investigating the Relationship Between Academic Self-efficacy with Social Self-efficacy and Social Factors Related to it, Among Bilingual Students (Case Study: Final year High school Students of Shahindej city in West Azerbaijan). Teaching and Learning Research, 19(1), 1-12. doi: 10.22070/tlr.2023.16862.1339. (in Persian).

Huang, L., & Liu, F. (2014). Construction of collaborative learning environment supported by cloud- computing. Proceedings of ICCSEE ‘13 Conference, Atlantis Press.doi: 10.2991/iccsee.2013.331.

Islami, M.A., & Azadi, Y., & Gharayagh zandi, H., & Emaduddin, Z. (2017). The relationship between optimism and self-efficacy with the motivation of sports progress in physical education students. The culture of counseling and psychotherapy, 8(32): 111-132. https://doi.org/10.22054/qccpc.2018.26798.1658. (In Persian)

Jinks, J., & Morgan, V. (1999). Children's perceived academic self-efficacy: An inventory scale. The Clearing House, 72(4), 224-230. 10.1080/00098659909599398

Ke, F., & Carafano, P. (2016). Collaborative science learning in an immersive flight simulation. Computers & Education, 103, 114-123. DOI:10.1016/j.compedu.2016.10.003

Khorasani, A., & Abdolmaleki, J., & Zahedi, H. (2012). Factors Affecting E-Learning Acceptance Among Students Of Tehran University Of Medical Sciences Based On Technology Acceptance Model (TAM). Iranian Journal of Medical Education 2012; 11 (6):664-673. URL: http://ijme.mui.ac.ir/article-1-1369-fa.html. (in Persian).

Lecon, C., & Oder, B. (2016). e-tutorials as an addition to higher education learning scenarios. Athens Journal of Education; 3 (2):121-136. doi=10.30958/aje.3-2-2.

Luka, I. (2018). Summative evaluation of online language learning course efficiency for students studying tourism and hospitality management. Quality Assurance in Education, 26(4), 446-465. DOI:10.1108/QAE-04-2018-0051

Lindley, L. D., & Borgen, F. H (2002). Generalized self-Efficacy, Holland theme self-efficacy, and academic performance. Journal of Career Assessment, 10, 301-314. DOI:10.1177/10672702010003002

Marzdar Rodbarki, R. (2016). The relationship between self-regulated learning strategies and the academic progress of Bachelor of Agriculture students of Tehran University of Agriculture and Natural Resources. Master's thesis in agricultural education. University of Tehran. (In Persian)

Mahdavi Rād, H., & Farzād, V., & Koushaki, S. (2021). Structural model of academic performance based on academic self-efficacy, and academic motivation, mediated by cognitive engagement among mathematics -physics students. Journal of Educational Innovations, 20(2), 155-177. doi: 10.22034/jei.2021.237385.1535. (in Persian).

Moradi, M., & Mohammadi, R. (2021). The effect of happiness on academic optimism and academic self-efficacy of sixth grade elementary school students in Saqqez city. A New Approach in Educational Sciences, 3 (4), 38-48.,https://civilica.com/doc/1263412. (in Persian).

Naddaf, S., & Sharifi, T., & Heydarei, A., & Asadzadeh, N. (2018). The causal relationship between academic self-efficacy and achievement motivation with academic engagement and the mediating role of self-affirmation among junior high school students in Ahvaz. Journal of Social Psychology, 6(47), 79-89. 20.1001.1.23455098.1397.6.47.7.0. (in Persian).

Naderi, H., & Khormaei, F., & Akbari, A., & Sabri, M. (2018). The causal role of family communication patterns in students' self-efficacy and academic resilience. Studies in Learning & Instruction, 10(1), 94-110. doi:10.22099/jsli.2018.4917. (in Persian).

Naghviyan, S., & Fadaei, N., & Vahidi-Chenaran, M., & Hassanpour, N. (2024). Investigating the importance and effects of cooperative learning and group activities in elementary school students, Fourth International Conference on Educational Sciences, Counseling, Psychology and Social Sciences, Hamadan, https://civilica.com/doc/2097933.. (in Persian).

Nezhadasadi, M., & Safarzadeh, S. (2023). Designing a Model of Optimal Online Learning Based on Academic Self-Efficacy and Self-Regulated Learning Strategies with the Mediation of Academic Adjustment. Rooyesh. 12(3), 107-118.
URL: http://frooyesh.ir/article-1-4364-fa.html. (in Persian).

Nourian M. (2019). Analysis of Elementary School Curriculum in Iran (4th ed). Tehran: Gooyesheno, Fourth edition. (in Persian)

Parmaksız, İ. (2023). The effect of phubbing, a behavioral problem, on academic procrastination: The mediating and moderating role of academic self‐efficacy. Psychology in the Schools, 60(1), 105-121. 10.1002/pits.22765

Portokoli, A., & Alinejad, M., & Daneshmand, B.S. (2020). Designing a model for content development based on factors affecting satisfaction in e-learning. Journal of Education Technology 15(1), 119-138. 10.22061/tej.2020.4490.2074. (in Persian)

Sharma, D., & Kumar, V. (2017). A framework for collaborative and convenient learning on cloud computing platforms. International Journal of Web-Based Learning and Teaching Technologies, 12(2), 1-21. DOI:10.4018/IJWLTT.2017040101

Taghipour Khaliledehi, P. (2021). Investigating the concept of collaborative learning and its types, Ninth National Scientific Research Conference on Psychology and Educational Sciences, Shirvan, https://civilica.com/doc/1530715. (in Persian)

Tarkhan, R. A., & Mostafavi, Z. (2020). Provide a Conceptual Framework to Facilitate the Interaction Process in the E-learning Environment Using the Meta-Combination Method. New Educational Approaches , 15(2), 113-136. doi: 10.22108/nea.2021.116797.1365

Watkins, R., & Leigh, D., & Triner, D. (2004). Assessing readiness for e‐learning. Performance Improvement Quarterly, 17(4), 66-79. DOI:10.1111/j.1937-8327.2004.tb00321.x

Wei, X., & Saab, N., & Admiraal, W. (2023). Do learners share the same perceived learning outcomes in MOOCs? Identifying the role of motivation, perceived learning support, learning engagement, and self-regulated learning strategies. The Internet and Higher Education, 56, 100880. DOI:10.1016/j.iheduc.2022.100880.

Zimmerman, B. J (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25(1), 82–91. https://doi.org/10.1006/ceps.1999.1016