ABSTRACT

Purpose: This research endeavours to investigate the intermediary role played by self-efficacy within the context of e-learning, elucidating its mediating influence on the association among multiple factors. These factors include the perceived impact of e-learning, the efficacy of recommendations concerning e-learning, computer usability, alignment with learning styles, motivational dynamics within e-learning, and students' encounters within e-learning environments. Methodology: Data were gathered from a cohort of 248 students participating in diverse E-learning programs across multiple universities in Saudi Arabia. In order to address the absence of a definitive roster or enumeration of students enrolled in various E-learning programs, a simple random sampling method was employed to solicit responses from this student population. The quantitative research methodology adopted for this study involved the dissemination of surveys to a subset of students currently engaged in e-learning courses. Research Findings: The study revealed that self-efficacy in E-learning serves as a mediator between various factors including perceived impacts on E-learning, computer utilization, learning style adaptation, and learning motivation. However, it does not act as a mediator between the perceived usefulness of E-learning suggestions and students' E-learning experiences. These findings underscore the pivotal role of self-efficacy in shaping students' online learning experiences, emphasizing the importance of fostering positive individual beliefs and attitudes to enhance the effectiveness of online learning endeavours. Novelty: This study offers empirical validation concerning the mediating influence of self-efficacy on students' experiences in online learning, thereby augmenting extant scholarly discourse. It furnishes both theoretical insights and practical recommendations for e-learning environment designers and educators, facilitating a comprehensive understanding and application of findings in this domain