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Online Learning Self-Efficacy of Adult Learners
PROCEEDINGS

, 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

Abstract

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.

Citation

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). Retrieved August 26, 2019 from .

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