Journal of Educational Technology & Society Volume 14, Number 4, ISSN 1176-3647 e-ISSN 1176-3647
This paper reviews 46 papers from 1999 to 2009 regarding self-efficacy in Internet-based learning environments, and discusses three major categories of research: (1) learners' Internet self-efficacy, assessing learners' confidence in their skills or knowledge of operating general Internet functions or applications in Internet-based learning; (2) the interplay between learners' general academic self-efficacy and their Internet-based learning, and (3) learners' self-efficacy, particularly in terms of Internet-based learning. In general, students' self-efficacy plays a positive role in their attitude towards and their processes and outcomes derived from Internet-based learning. It was found that for the reviewed studies, a significant amount of research has adopted search tasks to predict students' learning outcomes in Internet-based settings, implying that search tasks may still be considered as the most commonly implemented Internet-based learning activities. All of the studies utilized questionnaires or surveys for assessing students' self-efficacy, and mostly selected students in higher education institutes as their samples. It was also found that relatively few empirical studies were conducted from the theoretical perspectives of the initially proposed concept of self-efficacy. (Contains 4 tables.)
Tsai, C.C., Chuang, S.C., Liang, J.C. & Tsai, M.J. (2011). Self-Efficacy in Internet-Based Learning Environments: A Literature Review. Journal of Educational Technology & Society, 14(4), 222-240. Retrieved December 18, 2018 from https://www.learntechlib.org/p/75490/.
A large-scale Internet /computer-based, training module: dissemination of evidence-based management of postpartum hemorrhage to front-line health care workers
Karim Abawi, Lynn Gertiser & Raqibat Idris, The Geneva Foundation for Medical Education and Research, Switzerland; José Villar, Oxford Maternal and Perinatal Health Instsitute, Switzerland; Ana Langer & Alison Chatfield, Harvard School of Public Health, United States; Aldo Campana, The Geneva Foundation for Medical Education and Research, Switzerland
International Journal on E-Learning Vol. 16, No. 4 (October 2017) pp. 317–328
Charles Hodges, Georgia Southern University, United States
Global Learn 2016 (Apr 28, 2016) pp. 517–522
Jyh-Chong Liang, National Taiwan University of Science and Technology; Ching Chai & Joyce Koh, Nanyang Technological University; Ching-Ju Yang & Chin-Chung Tsai, National Taiwan University of Science and Technology
Australasian Journal of Educational Technology Vol. 29, No. 4 (Sep 22, 2013)
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact firstname.lastname@example.org.