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Exploring Asynchronous Online Learner Experiences and Perceptions
PROCEEDING

, , , Virginia Polytechnic Institute and State University, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-37-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

The purpose of this study was to gather qualitative data in an initial phase of a larger study designed to explore the research question, “What factors affect the self-efficacy of asynchronous online learners?” Academic self-efficacy is a student’s judgment of his or her ability to complete a learning or performance task in school. Study findings were initially used to design a survey tool to reach more of the target population for a larger mixed method study. Findings are also being used as a basis for further exploration into asynchronous online learner experiences in higher education coursework. The study includes interviews with 11 former or current asynchronous online learners from both all-online and traditional degree programs. The median age of the participants (3 male and 8 female) was 38 years. Four were international students. Using a semi-structured interview protocol, participants were asked to provide details of their online learning experiences through the lens of the four sources of self-efficacy: mastery performance, verbal persuasion, vicarious experience, and physiological response. Interviews were recorded, transcribed and analyzed. Findings will be described in this poster presentation as a set of four main categories and 25 subcategories describing the main factors participants reported as having a perceived effect on self-efficacy beliefs for their asynchronous online coursework.

Citation

Johnson, A., Potter, K. & Bishop, E. (2019). Exploring Asynchronous Online Learner Experiences and Perceptions. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 466-472). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved December 6, 2019 from .

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