scholarly journals Teachers’ Computer Self-Efficacy And Their Use Of Educational Technology

2014 ◽  
Vol 15 (4) ◽  
Author(s):  
Vehbi TUREL
Keyword(s):  
Educational Technology ◽  
Self Efficacy ◽  
Computer Self Efficacy

Modified Computer Self Efficacy Scale

2000 ◽  
Author(s):  
A. Durndell ◽  
Zsolt Haag ◽  
Heather Laithwaite
Keyword(s):  
Self Efficacy ◽  
Computer Self Efficacy

scholarly journals The Differentiate Effect of Self-Efficacy, Motivation, and Satisfaction on Pre-Service Teacher Students’ Learning Achievement in a Flipped Classroom: A Case of a Modern Educational Technology Course

2021 ◽  
Vol 13 (5) ◽  
pp. 2888
Author(s):  
Li Zhao ◽  
Xiaohong Liu ◽  
Yu-Sheng Su
Keyword(s):  
Educational Technology ◽  
Self Efficacy ◽  
Flipped Classroom ◽  
Learning Motivation ◽  
Control Group ◽  
Learning Achievement ◽  
Learning Satisfaction ◽  
Teacher Students ◽  
Pre Service Teacher ◽  
Experimental Group

To analyze how variability changes over time can enhance the understanding of how learners’ self-efficacy, motivation, and satisfaction is controlled and why differences might exist among groups of individuals. Therefore, this study compared the effect of variability on pre-service teacher students in the flipped classroom approach with a course named modern educational technology (MET). In total, 77 students in two groups participated in this study. Learners in the experimental group received the flipped classroom treatment. Learners in the control group received the traditional lecture-centered instructional approach. The learning outcomes were evaluated by practice assignment, transfer assignment, and student perception survey. The survey includes the evaluation of learning satisfaction, self-efficacy, and learning motivation. Pre-test and post-test were conducted by the two groups. The data analysis results applied analysis of variance (ANOVA) or analysis of covariance (ANCOVA) and revealed that the experimental group displayed a better learning achievement than the control group. The experimental group participants’ perception also showed variability (i.e., learning satisfaction, self-efficacy, and learning motivation) was better than the control group. Considering the overall study results, the flipped classroom model can be applied in the pre-service teacher students’ modern educational technology course.

Impact of organizational culture and computer self-efficacy on knowledge sharing

2015 ◽  
Vol 115 (4) ◽  
pp. 590-611 ◽  
Author(s):  
Zhen Shao ◽  
Tienan Wang ◽  
Yuqiang Feng
Keyword(s):  
Organizational Culture ◽  
Knowledge Sharing ◽  
Tacit Knowledge ◽  
Self Efficacy ◽  
Enterprise Systems ◽  
Content Type ◽  
Knowledge Sharing Behavior ◽  
Tacit Knowledge Sharing ◽  
Sharing Behavior ◽  
Computer Self Efficacy

Purpose – The purpose of this paper is to examine the impact mechanism of organizational culture (OC) on Enterprise Resource Planning (ERP) user’s explicit and tacit knowledge-sharing behavior in the context of enterprise systems usage. Design/methodology/approach – Drawing from social cognitive theory, the authors developed a comprehensive model that integrates OC, computer self-efficacy and employees’ knowledge-sharing behaviors. In total, 343 valid questionnaires were collected from ERP users of 115 firms and structural equation modeling technique was used to test the model. Findings – Empirical results suggest that hierarchical culture that focusses on efficacy and uniformity is positively related with employees’ explicit knowledge sharing; group culture that focusses on trust and belonging is positively related with employees’ tacit knowledge sharing, and their relationship is fully mediated by employees’ computer self-efficacy. In addition, computer self-efficacy also partially mediates the relationship between rational culture and employees’ knowledge sharing. Practical implications – This study provides guidelines for top managers to enhance employees’ computer self-efficacy and facilitate employees’ knowledge-sharing behavior by developing appropriate type of OC. Originality/value – This study unpacks the mediating mechanism between OC and knowledge sharing, and contributes to the academic research of knowledge management in the context of enterprise systems assimilation.

Effectiveness of web-based learning environment: role of intrinsic learning motivation, computer self-efficacy, and learner engagement

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Nimitha Aboobaker ◽  
Muneer K.H.
Keyword(s):  
Learning Environment ◽  
Self Efficacy ◽  
Learning Motivation ◽  
Learning Effectiveness ◽  
Learning Engagement ◽  
Web Based ◽  
Content Type ◽  
Web Based Learning ◽  
Computer Self Efficacy

Purpose In the context of the abrupt shift to technology-enabled distance education, this paper examines the role of intrinsic learning motivation, computer self-efficacy and learning engagement in facilitating higher learning effectiveness in a web-based learning environment. Design/methodology/approach Data was collected using a self-administered online questionnaire from a sample of randomly selected 508 university students from different disciplines, including science, technology, and management. Findings Learning motivation and computer self-efficacy positively influenced students' learning engagement, with computer self-efficacy having a more substantial impact. Proposed mediation hypotheses too were supported. Originality/value The insights gained from this study will help in devising strategies for improving students' learning effectiveness. Game-based learning pedagogy and computer simulations can help students understand the higher meaning and purpose of the learning process.

An in service model for enhancing faculty computer self-efficacy

1996 ◽  
Vol 27 (3) ◽  
pp. 214-226 ◽  
Author(s):  
Sunday Faseyitan ◽  
Josue Njock Libii ◽  
John Hirschbuhl
Keyword(s):  
Self Efficacy ◽  
Service Model ◽  
Computer Self Efficacy
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