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The Correlation among Web-Based Learners’ Self-Efficacy, Learning Strategies and Outcomes PROCEEDINGS

, National Chiayi University, Taiwan ; , National Sun Yat-Sen University, Taiwan ; , National Chiayi University, Taiwan

Society for Information Technology & Teacher Education International Conference, in Las Vegas, Nevada, USA ISBN 978-1-880094-64-8 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This study explored the correlation among college students' self-efficacy, learning strategies, and performance in a web-based course. Participants were 46 college students enrolling in a web-based general knowledge course. Seven of the 46 students were selected and interviewed according to their surveyed self-efficacy levels to understand how they used learning strategies. Students' self-efficacy positively correlated to their use of overall, cognitive, and metacognitive learning strategies. In addition, students' self-efficacy positively correlate to their overall performance, grades of online discussion and assignments. However, students' self-efficacy did not correlate to their online hours. Students' overall learning strategy was also found to significantly affect their learning performance. Discussions, implications, and suggestions are provided in this paper for web-based course designers and instructors.

Citation

Liu, H.C., Chuang, H.H. & Huang, J.L. (2008). The Correlation among Web-Based Learners’ Self-Efficacy, Learning Strategies and Outcomes. In K. McFerrin, R. Weber, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2008--Society for Information Technology & Teacher Education International Conference (pp. 3030-3034). Las Vegas, Nevada, USA: Association for the Advancement of Computing in Education (AACE). Retrieved April 26, 2018 from .

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