THE EFFECT OF ONLINE EDUCATION ON STUDENTS’ SELF-CONCEPT

Abstract

Students can study, communicate, and assess themselves in different ways thanks to online education. This research delves at the ways in which students' perceptions of themselves as learners, competent, and confident in their ability to complete academic assignments are shaped by their experiences in digital learning settings. Students' self-perceptions may be bolstered or undermined by the changes brought about by the transition from traditional classrooms to virtual platforms, which impact their feedback, peer engagement, and support experiences. Students' academic confidence may take a significant boost when they have access to varied resources, a personalized learning plan, and the freedom to go at their own pace. However, for younger students or those with less computer literacy, the lack of social connection, lack of real-time assistance, and increased degrees of isolation may lead to anxiety over one's ability. The research emphasizes these contradictory effects and demonstrates how the framework of online learning influences students' self-concepts alongside their intrinsic drive and flexibility. Protecting and enhancing students' self-concept in online contexts requires supportive digital pedagogy, frequent feedback, and chances for meaningful peer engagement, according to the results.