The Influence of Self Innovativeness and Self Efficacy on e-Learning Implementation Effectiveness

Misbachul Munir; Tiara Kusuma   Waty

Authors

Misbachul Munir Universitas Sunan Giri Surabaya
Tiara Kusuma Waty Universitas Sunan Giri Surabaya

Keywords:

self-innovativeness, self-efficacy, e-learning, lecturers, students

Abstract

E-learning has become an increasingly popular method in higher education, especially amid the COVID-19 pandemic. To optimize the success of e-learning, individual psychological factors such as self-innovativeness and self-efficacy may play an important role. The purpose of this study is to investigate the influence of self-innovativeness and self-efficacy on the effectiveness of e-learning among lecturers in Surabaya City. This study uses regression analysis method with 30 respondents who are lecturers from several universities in Surabaya City. Data were collected through questionnaires that measured the level of self-innovativeness, self-efficacy, and success of e-learning. The data were then analyzed using multiple linear regression techniques to test the relationship between self-innovativeness, self-efficacy, and e-learning. The results of this study show that self-innovativeness and self-efficacy have a significant effect on the effectiveness of e-learning among lecturers in Surabaya City. Self-innovativeness has a strong positive relationship with the effectiveness of e-learning. Lecturers who have a high level of self-innovativeness tend to experience better success in e-learning. Similarly, self-efficacy also has a significant positive relationship with e-learning, suggesting that lecturers who have high confidence in their ability to face the challenges of e-learning tend to achieve better results. The results of this study have important implications in the development of e-learning among lecturers. In improving the success of e-learning, it is important to encourage and facilitate self-innovativeness and improve lecturers' self-efficacy. Efforts to increase self-innovativeness can be done through training and support that encourages creative thinking and innovative solutions in e-learning. Meanwhile, the development of self-efficacy can be done through self-development programs that provide support and positive feedback on lecturers' ability to face the challenges of e-learning.

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