Technological self-efficacy and mindfulness ability: Key drivers for effective online learning in higher education beyond the COVID-19 era

Abstract

During the COVID-19 outbreak, Israel’s higher education system swiftly transitioned to emergency-adapted online distance learning. Yet, limited research has assessed effectiveness of online learning (EOL) for Arab students in Israel. This study delves into Arab students’ EOL perceptions, focusing on cognitive and emotional aspects. Using a quantitative method, it explored the link between technological self-efficacy (TS), mindfulness ability (MA), and EOL during the pandemic among students from three Israeli academic institutions (N=378). Results showed a positive association between TS and EOL. Further, MA moderated TS-EOL relationship. Men demonstrated higher TS than women. There were noticeable EOL differences between undergraduate (pre-service teachers) and graduate (in-service teachers) students, with the latter exhibiting an advantage. This research contributes to the evolving discourse on post-pandemic online learning, shedding light on potential gender disparities and highlighting the importance of both TS and MA for successful online learning. The findings have implications for instructional designers, educators, policymakers, and academic programs.