Purpose

This study aims to introduce a research framework that identifies the potential sources of design self-efficacy that emerge from the digital class by covering the teaching for professional competence model (TPCM) to enhance students’ design self-efficacy.

Design/methodology/approach

The multistage and purposive sampling technique is used, and the respondents considered are Malaysian university students. Further, the students who completed the survey included both local and international students so as to capture responses through primary data.

Findings

The findings of this research study reveal that design self-efficacy is determined not only by feedback and collaborative learning but also by perceived digital class experience.

Research limitations/implications

Moreover, this study is limited in offering a theoretical framework using the TPCM; therefore, future studies may incorporate Bronfenbrenner’s ecological systems theory and may also use the theory integration approach. Also, in terms of geographic coverage, the current work is limited to an area in Klang Valley. Future studies may be carried out in other parts or regions of the country. Future researchers may also focus on technological self-efficacy to capture the other related factors that may be related.

Practical implications

This study not only contributed to the theoretical extensions but also to practical implications, which would benefit the policymakers of higher education providers in Malaysia.

Originality/value

TPCM components, which are students’ personal characteristics, teaching practices and student’s perceptions of the classroom climate, are mapped into the digital class context as potential sources of design self-efficacy and collectively labelled as digital class experience. To the authors’ knowledge, the digital class environment variable is yet to be tested as a component of TPCM.

中文翻译：

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激发大学生的学术信心：将数字体验视为自我效能的来源

目的

本研究旨在引入一个研究框架，通过涵盖专业能力教学模型 (TPCM) 来识别数字课堂中出现的设计自我效能感的潜在来源，以提高学生的设计自我效能感。

设计/方法/途径

使用多阶段和有目的的抽样技术，所考虑的受访者是马来西亚大学生。此外，完成调查的学生包括本地学生和国际学生，以便通过原始数据获取响应。

发现

这项研究的结果表明，设计自我效能不仅取决于反馈和协作学习，还取决于感知的数字课堂体验。

研究局限性/影响

此外，本研究在提供使用 TPCM 的理论框架方面存在局限性；因此，未来的研究可能会结合Bronfenbrenner的生态系统理论，也可能会采用理论整合的方法。此外，在地理覆盖方面，目前的工作仅限于巴生谷的一个地区。未来的研究可能会在该国的其他地区或地区进行。未来的研究人员可能还会关注技术自我效能，以捕捉可能相关的其他相关因素。

实际影响

这项研究不仅有助于理论扩展，而且具有实际意义，这将有利于马来西亚高等教育提供者的决策者。

原创性/价值

TPCM 组成部分，即学生的个人特征、教学实践和学生对课堂气氛的看法，被映射到数字课堂环境中，作为设计自我效能感的潜在来源，并统称为数字课堂体验。据作者所知，数字类环境变量尚未作为 TPCM 的一个组件进行测试。