Teacher’s Self-Efficacy on Designing Digital Material in E-Learning: A Case Study in a Vocational School

Abstract

In this digital era, transforming the traditional classroom to the online environment becomes urgent, particularly during the COVID 19 pandemic. E-learning becomes an alternative platform for online learning as it provides space for the teacher to open, design, and manage a class. Designing digital material becomes a prerequisite in this circumstance, and it requires teachers’ competence in using technology, including digital literacy. This competence will cultivate teachers’ self-efficacy, which is an essential factor in the success of E-learning implementation; therefore, this study investigates teachers’ self-efficacy on designing digital material uploaded in E-learning. This study explores 20 vocational school teachers’ experience in using E-learning by investigating what digital material and E-learning are perceived by the teachers and how they design and implement it in the E-learning. The teachers’ experience is captured through questionnaires, interviews and class observation then the data are analysed under Efficacy theory. The result shows that the teachers’ self-efficacy, in general, is at a medium level, and their ICT knowledge and competence influence their ability in designing digital material and use it in E-learning. Those with adequate knowledge and competency pose a high self-efficacy, while those with less knowledge and skill, their selfefficacy in designing is considered moderate. Therefore, intensive teacher training in digitalizing material is urgent to boost the teachers’ self-efficacy and ICT competence to gain success and benefits from E-learning.