ERIC Number: EJ1066639
Record Type: Journal
Publication Date: 2004
Abstractor: As Provided
Student Traits and Attributes Contributing to Success in Online Courses: Evaluation of University Online Courses
Holcomb, Lori B.; King, Frederick B.; Brown, Scott W.
Journal of Interactive Online Learning, v2 n3 Win 2004
The purpose of this study was to examine the roles self-efficacy, specifically technology self-efficacy and distance education self-efficacy, and self-regulation play in students' learning via distance education. This study examines a system for evaluating distance education courses in a similar manner to those for traditional university courses. Participants in this study were undergraduate and graduate university students enrolled in business distance education courses. Prior to the completion of the semester, students completed an online survey designed to measure technology self-efficacy, distance education self-efficacy, and self-regulation. Using a Likert-type scale, students rated the degree to which they agreed or disagreed with 53 statements that comprised the survey. Additionally, students responded to three short-answer prompts concerning the benefits and drawbacks of distance education. As indicated from this study's results, students judged that course evaluations used for traditionally taught courses can also be appropriate for distance education courses. Finally, self-efficacy and self-regulation levels were compared across gender, with no statistically significant gender differences resulting.
Descriptors: Online Courses, Student Characteristics, Success, Self Efficacy, Distance Education, Self Control, Undergraduate Students, Graduate Students, Business Administration Education, Student Surveys, Online Surveys, Course Evaluation, Gender Differences
University of Alabama. 152 Rose Administration, P.O. Box 870104, Tuscaloosa, AL 35487. Web site: http://www.ncolr.org/jiol
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A