You are here:

Using asynchronous AV communication tools to increase academic self-efficacy


Computers & Education Volume 51, Number 4, ISSN 0360-1315 Publisher: Elsevier Ltd


Technology-enhanced learning environments (TELEs) deliver instructional content and provide an array of scaffolding features designed to support independent student learning. TELEs also support teacher efforts to guide student inquiry within these sometimes complex environments. Self-efficacy, defined by Bandura [Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior (Vol. 4, pp. 71–81). New York: Academic Press] as a person’s beliefs about his capabilities is also known to influence student academic performance in a learning environment. This paper discusses the potential importance of designing scaffolds in TELEs that intentionally promote academic self-efficacy. We advocate for designing asynchronous Audio/Visual tools into TELEs to promote student self-efficacy and ultimately performance.


Girasoli, A.J. & Hannafin, R.D. (2008). Using asynchronous AV communication tools to increase academic self-efficacy. Computers & Education, 51(4), 1676-1682. Elsevier Ltd. Retrieved November 18, 2019 from .

This record was imported from Computers & Education on February 1, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct:


Cited By

View References & Citations Map

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact