English lecturers' self-efficacy beliefs in open and distance learning (ODL): Substantive implications

The enforcement of Movement Control Order (MCO) in Malaysia due to COVID-19 pandemic has affected the education sector where the teaching and learning process is instructed to practice open and online distance learning (ODL). The purpose of this qualitative case study is to explore the English language lecturers in one Malaysian public university describe their self-efficacy beliefs in ODL practice. Purposive sampling method was used to recruit prospective participants. Semi-structured interviews were used as the primary data collection method. The data gathered were then analysed using thematic data analysis. The results indicate that despite having the compulsory implementation of ODL within a short notice, the participants disclosed that their sense of self-efficacy beliefs varied depending on context-specific nature based on several domains including self-assurance, technological pedagogical content knowledge (TPCK), teaching preparation, intrinsic motivation and administration support. The present study also reveals that participants utilised emotion-driven self-efficacy beliefs to overcome ODL challenges and eventually developed social-emotional rewards for staying positive in ODL practices. It was also found that self-efficacy beliefs contributed to students’ positive performance, and this has become a factor in heightening participants’ self-efficacy beliefs. The results have provided enlightenment on participants’ self-efficacy beliefs in ODL practices and offer recommendations for improvement in tertiary educational practices to bring positive impacts on teaching and learning.