Increasing Computer Literacy Self-efficacy via a SCORM-based E-Learning Approach
Xin Bai, York College, City Univ. of New York, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in New Orleans, LA, USA ISBN 978-1-939797-12-4 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA
The purpose of this study is to explore the relationship between undergraduate students’ perceptions of their basic computer literacy skills (self-efficacy) and their attitudes toward the hybrid learning experiences after completing a 15-week SCORM-based hybrid-learning course. The results show that students with higher self-efficacy beliefs are more likely to report positive learning experiences, including learning pace control, time management, and content understanding. However, students with lower self-efficacy beliefs are more likely to respond that the topics are difficult to follow and time online is hard to control, and they prefer a face-to-face rather than online session. Implications of these findings and the strengths and limitations of such an elearning framework are discussed to inform future research on identifying effective hybrid-learning tools and pedagogies in order to increase self-efficacy for improved motivation and academic performance.
Bai, X. (2014). Increasing Computer Literacy Self-efficacy via a SCORM-based E-Learning Approach. In T. Bastiaens (Ed.), Proceedings of World Conference on E-Learning (pp. 114-120). New Orleans, LA, USA: Association for the Advancement of Computing in Education (AACE).
© 2014 Association for the Advancement of Computing in Education (AACE)