The Effects of Self-efficacy and Attitude on E-learning Outcomes
Borworn Papasratorn, Thanakorn Wangpipatwong, School of Information Technology, King Mongkut’s University of Technology Thonburi, Thailand
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Honolulu, Hawaii, USA ISBN 978-1-880094-60-0 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA
Computer self-efficacy and computer attitude are major factors that influence student activity and effort in computing environment. This study mainly examined the effects of computer self-efficacy and computer attitude towards e-learning outcomes. A sample was students from the Introduction to Computer course, Bangkok University. Questionnaire was developed based on Loyd and Loyd's computer attitude scale and Murphy's computer self-efficacy scale. The questionnaire was distributed to 600 students and 425 students responded. The instrument reliabilities were above .80. Data were collected before the class started. Regression analysis was used to examine the effects. The results indicate the effects of computer self-efficacy and computer attitude are significant for the e-learning outcomes.
Papasratorn, B. & Wangpipatwong, T. (2006). The Effects of Self-efficacy and Attitude on E-learning Outcomes. In T. Reeves & S. Yamashita (Eds.), Proceedings of E-Learn 2006--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 2264-2270). Honolulu, Hawaii, USA: Association for the Advancement of Computing in Education (AACE).
© 2006 Association for the Advancement of Computing in Education (AACE)
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