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Internet Self-Efficacy, Self-Regulation, and Student Performance: African-American Adult Learners in Online Learning
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, Jackson State University, United States ; , National Chiao Tung University, Taiwan

Society for Information Technology & Teacher Education International Conference, in New Orleans, Louisiana, United States ISBN 978-1-939797-02-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

The paper intended to investigate adult learners’ Internet self-efficacy, self-regulation, and performance in online learning environments. The participants of this study were African Americans from a HBCU institution. The online learners participated in two web-based research courses during the summer sessions. The effect of learner characteristics on performance was examined. The results showed that student performance was significantly associated with Internet self-efficacy but not with self-regulation. Internet self-efficacy was positively related to self-regulation. The differences of gender, time spent online, and age did not have an impact on Internet self-efficacy or self-regulation.

Citation

Kuo, Y.C. & Kuo, Y.T. (2013). Internet Self-Efficacy, Self-Regulation, and Student Performance: African-American Adult Learners in Online Learning. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 671-676). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE). Retrieved August 17, 2019 from .

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