A Comparative Study of the Self-efficacy of Undergraduate Students Under Dual-mode Teaching

A Comparative Study of the Self-efficacy of Undergraduate Students Under Dual-mode Teaching
Chan Hoi Ching, Wan Hei Long, Wu Ming Tung
(Funded by the HKU Common Core Transdisciplinary Undergraduate Research Grant)

Abstract
Dual-mode teaching, which provides both face-to-face and online teaching synchronously at a course, has been adopted in HKU for almost a year. Although it provides the maximum flexibility in accommodating students’ needs, a challenge has been raised on whether the learning experience of the online group and the face-to-face group can be the same. To understand whether the current learning experience aligns with the aim, this study investigated if there was a difference in self-efficacy for learning between undergraduate students from the online group and those from the face-to-face group. The data collection was done in a two-phase approach. Quantitative data was first collected in the form of online questionnaires, and qualitative data were collected in the form of phone interviews subsequently. The main finding was that there was no significant difference in students’ self-efficacy among those using different participation modes. This may suggest that the discrepancy of learning opportunities in both modes was limited. A majority of students also expressed their preference for dual-mode teaching over either pure online mode or pure face-to-face mode, regardless of their choices. It may represent that dual-mode teaching is a promising design to serve students better.

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