Online Learning Self-Efficacy of Adult Learners
Tzufang (Orchid) Huang, Wenzao Ursuline College of Languages, Taiwan
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Vancouver, Canada ISBN 978-1-880094-76-1 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA
While online learning is becoming prosperous in postsecondary institutions, the problem of high attribution cannot be overlooked. Self-efficacy plays an important role in this issue. Whether or not students believe they have the ability to do a task successfully can have influence on their online learning behavior such as achievement, satisfaction and performance. Educators therefore need to realize the causes of different levels of self- efficacy, the effects of self- efficacy, and the interventions of improving self-efficacy. Research results indicate that the level of self-efficacy is mostly influenced by computer anxiety, computer experience, Internet experience, prior online learning experience, outcome expectation, stress of Internet use, and self-disparagement. Self-efficacy has impact on students’ performance, satisfaction, participation, and final exam, but not on final grade. Efficacy-enhancing notes, outward design support system, online conference, and online tutoring system are proved to be effective interventions.
Huang, T. (2009). Online Learning Self-Efficacy of Adult Learners. In T. Bastiaens, J. Dron & C. Xin (Eds.), Proceedings of E-Learn 2009--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1665-1669). Vancouver, Canada: Association for the Advancement of Computing in Education (AACE).
© 2009 Association for the Advancement of Computing in Education (AACE)
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