268 ע למידה בעידן ההיברידי: נגישות להקלטות ומסוגלות אקדמית )פוסטר( ספר הכנס העשרים ואחד לחקר חדשנות וטכנולוגיות למידה ע"ש צ'ייס: האדם הלומד בעידן הדיגיטלי א' בלאו, ד' אולניק - שמש, נ' גרי, א' כספי, י' סידי, י' עשת - אלקלעי, י' קלמן ו נ' ברנדל )עורכים(, רעננה: האוניברסיטה הפתוחה למידה בעידן ההיברידי: נגישות להקלטות ומסוגלות אקדמית )פוסטר( גיא כהן HIT מכון טכנולוגי חולון guyco@hit.ac.il שחר סביר HIT מכון טכנולוגי חולון shaharsavirkarni@gmail.com סתו מרום HIT מכון טכנולוגי חולון stavm48@gmail.com Learning in the Hybrid Era: Recording Accessibility and Academic Self-Efficacy (Poster) Stav Marom HIT Holon Institute of Technology stavm48@gmail.com Shahar Savir HIT Holon Institute of Technology shaharsavirkarni@gmail.com Guy Cohen HIT Holon Institute of Technology guyco@hit.ac.il Abstract In light of ongoing social and technological shifts, academic learning is increasingly shaped by hybrid models that blend face-to-face and digital environments. Within this landscape, students' academic self-efficacy plays a central role in managing academic demands. Course recordings support students by offering flexibility and control over learning pace and have recently gained importance as a foundation for AI-based systems that generate personalized support and reduce cognitive load. Despite their growing significance, the link between access to recordings and academic self-efficacy remains underexplored, with mixed findings. While recordings can reduce anxiety and boost confidence, frequent or compensatory use may hinder the development of self-regulated learning skills. To deepen understanding, an exploratory study examined whether access to course recordings contributes to academic self-efficacy. The study included 100 undergraduate students in Israel who completed an online survey in August 2025. Participants reported their level of access to recordings, usage patterns, viewing frequency, and academic self-efficacy. A preliminary analysis using Spearman correlations indicated a weak yet significant positive association between access to recordings and academic self-efficacy, while frequency of use showed no meaningful relationship. An independent-samples t-test revealed no significant differences between students who used recordings as a supplement and those who used them as a substitute. These findings suggest that the value of recordings lies mainly in their availability and the sense of support they provide. As an exploratory study, the results highlight the need for further research examining usage patterns and the role of recordings within personalized learning environments. Keywords: Lecture Recordings, Hybrid Learning, Academic Self-Efficacy. תקציר לנוכח שינויים חברתיים וטכנולוגיים, הלמידה האקדמית מתעצבת מחדש סביב מודלים היברידיים המשלבים הוראה פרונטלית ולמידה דיגיטלית ) Wei et al., 2022; Sutherland et al., 2024 (. במציאות זו תחושת המסוגלות העצמית
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