Online learning is becoming more prevalent in high schools especially with at-risk students who may need to recover credits to meet graduation requirements. The purpose of this study was to examine the effects of an online courseroom design that delivers performance-based efficacy enhancing feedback at regular intervals, rather than relying on the instructor to deliver such communication, on at-risk students' self-efficacy and academic achievement in online courses in an alternate educational setting. A quasiexperimental, repeated measures, matched subjects study was utilized at a single research site with at-risk high school students who were enrolled in one or more online courses. Self-efficacy data was collected using pre- and postintervention survey instruments. The self-efficacy data along with course grades were analyzed using an analysis of covariance and a proportional odds model. No evidence was found that the delivery of automatically generated, personalized efficacy enhancing messages resulted in an increase in self-efficacy or academic achievement. There exists a correlation between pre- and postintervention self-efficacy scores. The findings also indicate a correlation between initial self-efficacy score and earning a final grade in the course. The qualitative data suggests that students desire detailed, personalized explanations to problems and that lack of access to computers and/or Internet prevents students from accessing digital curriculum. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]