scholarly journals PRE-SERVICE EFL TEACHERS’ SELF-EFFICACY BELIEFS, GOAL ORIENTATIONS, AND PARTICIPATIONS IN AN ONLINE LEARNING ENVIRONMENT

2016 ◽  
Vol 0 (0) ◽  
Author(s):  
Hasan UCAR ◽  
Mujgan YAZICI BOZKAYA
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Self Efficacy ◽  
Goal Orientations ◽  
Efficacy Beliefs ◽  
Online Learning Environment ◽  
Efl Teachers

scholarly journals The role of community of inquiry and self-efficacy on accounting students’ satisfaction in online learning environment

2021 ◽  
Vol 25 (1) ◽  
pp. 1-16
Author(s):  
Fachmi Pachlevi Yandra ◽  
Badr Alsolami ◽  
Ivana Oktarina Sopacua ◽  
Wisnu Prajogo
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Social Presence ◽  
Self Efficacy ◽  
Community Of Inquiry ◽  
Accounting Students ◽  
Educational Institutions ◽  
Online Learning Environment ◽  
Higher Educational Institutions ◽  
Students Satisfaction

The Community of Inquiry (CoI) framework provides a solid guideline for researchers to investigate a quality of online learning. However, there are still very limited studies that explore the pattern of relationships between CoI framework and accounting students’ satisfaction in online learning. In the context of online learning, self-efficacy plays a role to determine the level of students’ confidence to get success in the learning process. Students with a high level of self-efficacy will not perceive a difficult task as an obstacle to be avoided, but rather as a challenge to develop abilities. This research aims to explore the relationship between CoI framework and accounting students’ satisfaction through online learning self-efficacy. Self-administered survey was conducted to 437 accounting students. Hypothesis was tested using SEM-PLS. Results showed that CoI framework were good predictors of accounting students’ satisfaction. Different from most studies, this research found that students were more influenced by social presence instead of teaching presence. Higher educational institutions needed to focus on how to improve social presence in the online learning environment. In addition, higher educational institutions needed to manage students' online learning self-efficacy instead of technology self-efficacy.

Effects of Basic Computer Training on the Self-Efficacy of Adult Learner’s Utilization of Online Learning

2010 ◽  
pp. 578-594
Author(s):  
Gregory C. Petty ◽  
Iryna P. Loboda
Keyword(s):  
Experimental Study ◽  
Online Learning ◽  
Adult Learners ◽  
Learning Environment ◽  
Self Efficacy ◽  
Computer Training ◽  
The Self ◽  
Online Learning Environment ◽  
Computer Skill ◽  
Quasi Experimental

As more studies investigate the effectiveness of online instruction for adult learners it is important not to overlook the effects of computer self-efficacy of students. Online learning requires a certain level of computer skill for the student to be successful. This chapter explores the value and efficacy of basic computer training to improve the effectiveness of instruction in an online learning environment. Included is a review of self-efficacy related to online learning and the results of a quasi experimental study that reinforces the value of basic computer training for improving the adult learners’ self-efficacy.

scholarly journals Exploring the Impact of Small-group Synchronous Discourse Sessions in Online Math Learning

2018 ◽  
Vol 22 (4) ◽  
Author(s):  
Jinnie Choi ◽  
Alyssa Walters
Keyword(s):  
Online Learning ◽  
Problem Solving ◽  
Learning Environment ◽  
Self Efficacy ◽  
The United States ◽  
State Assessment ◽  
Math Performance ◽  
Online Learning Environment ◽  
Math Learning ◽  
The Impact

Students in a fully-online learning environment have limited access to opportunities to talk about math problem solving. While discourse is a promising pedagogical model, less is known about how it translates to online math learning. We analyzed online platform data from two fully-online virtual elementary schools in the United States to address the following research questions: (a) Is participating in math discourse about reasoning and problem-solving related to students’ confidence, self-efficacy toward math, and math mindset in an online learning environment? (b) Is participation in math discourse related to math performance? The results showed that (a) repeated participation in the discourse sessions in a course was not directly related with changes in confidence, self-efficacy toward math, and math mindset, and (b) higher numbers of sessions that students participated in was associated with higher performance in final math course score and state assessment results, after controlling for prior performance and confidence, self-efficacy and mindset scores.

scholarly journals A high-impact practice for online students: the use of a first-semester seminar course to promote self-regulation, self-direction, online learning self-efficacy

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Jacqueline S. Stephen ◽  
Amanda J. Rockinson-Szapkiw
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Self Efficacy ◽  
Self Regulation ◽  
High Impact ◽  
Online Learning Environment ◽  
Online Students ◽  
First Semester ◽  
Significant Difference

AbstractStudent enrollment continues to increase in online programs, but there is concern surrounding the reportedly high rates of attrition in online classes compared to face-to-face classes. Undergraduate students are poorly prepared and lack the human agency necessary for success in the online learning environment. To address the lack of persistence of undergraduate online students, universities must create and implement interventions that prepare students for the online learning environment and help them develop as autonomous learners. This study examined whether differences in self-regulation, self-direction, and online learning self-efficacy exist between students participating in an experimental high-impact First-Semester Seminar (FSS) class and a traditional FSS class while controlling for pre-existing factors. A quantitative, quasi-experimental, pretest-posttest research design was used for this study with nonequivalent control groups, and multivariate analysis of covariance (MANCOVA) and follow up analyses of covariances (ANCOVA) were used to analyze the data. MANCOVA results revealed a statistically significant difference between groups. Follow-up ANCOVAs revealed differences between the posttest scores of the traditional FSS class and the high-impact FSS class on the measurements for self-directed learning and self-regulated learning.

Improving the Asynchronous Online Learning Environment Using Discussion Boards

2015 ◽  
Vol 12 (1) ◽  
pp. 15-27 ◽  
Author(s):  
Ilene Ringler ◽  
◽  
Carol Schubert ◽  
Jack Deem ◽  
Jimmie Flores ◽  
...  
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Online Learning Environment ◽  
Discussion Boards ◽  
Asynchronous Online Learning
Sign in / Sign up

Export Citation Format

Share Document