ERIC Number: ED470094
Record Type: RIE
Publication Date: 2001-Nov
Reference Count: N/A
Online Students' Perceived Self-Efficacy: Does It Change?
Lee, Cheng-Yuan; Witta, E. Lea
Two types of self-efficacy were investigated in this study: self-efficacy for course content and self-efficacy for online learning technologies. Specifically, the study examined how these two types of self-efficacy change throughout a semester. Secondly, it examined whether students' self-efficacy is predicative of their satisfaction and course performance. Three hypotheses were tested: (1) self-efficacy for both course content and online learning technologies change across a semester; (2) self-efficacy is predictive of student satisfaction with course; (3) self-efficacy is predictive of course performance. Participants were undergraduate students who enrolled in an online course at the University of Central Florida. In an attempt to longitudinally gauge the student's continuing self-efficacy, a self-efficacy survey for the course content and online learning technologies was administered every three weeks (Four times across a semester). At the end of the semester, students' perceived degree of satisfaction with the online course was measured and students' final course scores were obtained from the instructor. Results indicated that both self-efficacy for course content and self-efficacy for online technologies increased during the semester. In addition, while initial self-efficacy for course content was a significant predicator of students' satisfaction with the course, neither self-efficacy with the course content nor self-efficacy with online technologies was a significant predictor of performance. (Contains 39 references.) (Author/AEF)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: In: Annual Proceedings of Selected Research and Development [and] Practice Papers Presented at the National Convention of the Association for Educational Communications and Technology (24th, Atlanta, GA, November 8-12, 2001). Volumes 1-2; see IR 021 504.