Factors Contributing to the Negative Online Learning Academic Self-Concept of College Students

Abstract

This study attempted to determine the factors that contributed to the negative online learning academic self-concept of college students who took pure online learning classes. Toward this goal, 501 randomly selected college students answered an open-ended survey form. It was shown that all aspects of online ASC were negative. The results of thematic analysis disclosed that the negatively perceived ability to understand online course content was mainly attributed to domestic, interaction, personal, pedagogical, and technological factors. Students perceived that they exerted more effort in pure online learning classes because of assessment, pedagogical, consultation, technological, learning approach, and personal factors. The lack of interest in the new learning environment was attributed to interaction, technological, personal, personal physical learning space, pedagogical, assessment, and learning effectiveness issues relating to pure online learning classes. Of the three aspects of online learning self-concept (i.e., ability, effort, interest), interest had the most number of barriers. Recommendations and future research directions are offered.