You are here:

The Influence of Self-efficacy and Attitude on Constructivist E-learning Environment PROCEEDINGS

, Bangkok University, Thailand

Society for Information Technology & Teacher Education International Conference, in Las Vegas, Nevada, USA ISBN 978-1-880094-64-8 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA


Constructivist E-learning Environment (CEE) model is an e-learning model that is designed based on the constructivist learning theory. The goal of the CEE model is to create the learning environment that improves students' learning outcomes. The CEE model consists of three components which are Collaboration, Exploration, and Construction. This study mainly examined the effects of computer self-efficacy, Internet-self-efficacy, and computer attitude towards the learning expectation of each component of the CEE model. Responses from 761 university students were used to evaluate the model. The results indicate that computer self-efficacy and computer attitude has a positive effect on all three components of the CEE model while Internet self-efficacy has only a positive effect on Exploration.


Wangpipatwong, T. (2008). The Influence of Self-efficacy and Attitude on Constructivist E-learning Environment. In K. McFerrin, R. Weber, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2008--Society for Information Technology & Teacher Education International Conference (pp. 3198-3205). Las Vegas, Nevada, USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 19, 2018 from .


View References & Citations Map


  1. Ajzen, I., & Fishbein, M. (1980). Understanding Attitudes and Predicting Social Behavior. NJ: Prentice-Hall.
  2. Basak, H.H., & Cakir, S. (2005). Active learning on WEB. In Proceedings of the International Conference on Computational Intelligence for Modelling, Control and Automation and International Conference on Intelligent Agents, Web Technologies and Internet Commerce, Vol. 1, 2830 November 2005, 757-761.
  3. Bellefeuille, G., Martin, R., & Buck, M. (2005). From Pedagogy to Technology in Social Work Education: A Constructivist Approach to Instructional Design in an Online, Competency-Based Child Welfare Practice Course. Child and Youth Care Forum, 34(5), 371-389.
  4. Cassidy, S., & Eachus, P. (2002). Developing the computer self efficacy (CUSE) scale: Investigating the relationship between computer self efficacy, gender and experience with computers. Journal of Educational Computer Research, 26(2), 169-189.
  5. Chou, C., & Tsai, C.-C. (2002). Developing web-based curricula: issues and challenges. Journal of Curriculum Studies, 34(6), 623-636.
  6. Chuang, S.-C., & Tsai, C.-C. (2005). Preferences toward the constructivist internet-based learning environments among high school students in taiwan, Computers in Human Behavior, 21(2), 255-272.
  7. Compeau, D.R., & Higgins, C.A. (1995). Computer self-efficacy: development of a measure and initial test. MIS Quarterly, 19, 189–211.
  8. Cooperstein, S.E., & Kocevar-Weidinger, E. (2004). Beyond active learning: a constructivist approach to learning. Reference Services Review, 32(2), 141-148.
  9. Duffy, T.M., & Cunningham, D.J. (1996). Constructivism: implications for the design and delivery of instruction. In Jonassen, D.H. (Ed.), Handbook of Research for Educational Communications and Technology, Macmillan, New York, Library Reference USA
  10. Eastin, M.S., & LaRose, R. (2000). Internet self-efficacy and the psychology of the digital divide. Journal of Computer Mediated Communication, 6(1). Retrieved January 5, 2006, from
  11. George, S.E. (2001). Learning and the reflective journal in computer science. Australian Computer Science Communications, 24(1), 77-86.
  12. Good, T.L., & Brophy, J.E. (1994). Looking in classrooms, HarperCollins College Publishers, New York.
  13. Govindasamy, T. (2001). Successful implementation of e-learning pedagogical considerations. Internet and Higher Education, 4(3), 287–299.
  14. Hayashi, A., Chen, C., Ryan, T., & Wu, J. (2004). The role of social presence and moderating role of computer self efficacy in predicting the continuance usage of E-Learning systems. Journal of Information Systems Education, 15(2), 139-154.
  15. Hill, T., Smith, N.D., & Mann, M.F. (1987). Role of self-efficacy expectations in predicting the decision to use advanced technologies: The case of computers. Journal of Applied Psychology, 72 (2), 307-313.
  16. Hsu, M-H., & Chiu, C-M. (2004). Internet self-efficacy and electronic service acceptance. Decision Support System, 38(3), 369381.
  17. Jeyaraj, A., Rottman, J.W., & Lacity, M.C. (2006). A review of the predictors, linkages, and biases in it innovation adoption research. Journal of Information Technology, 21, 1-23.
  18. Jonassen, D.H. (1994). Thinking technology: toward a constructivist design model. Educational Technology, 34(3), 34-37.
  19. Khorrami-Arani, O. (2001). Researching computer self-efficacy. International Education Journal, 2 (4), 17-25.
  20. Liaw, S.S. (2004). Considerations for developing constructivist web-based learning. International Journal of Instructional Media, 3(3), 309–321.
  21. Loyd, B.H., & Loyd, D.E. (1985). The reliability and validity of an instrument for the assessment of computer attitudes. Educational and Psychological Measurement, 45, 903-908.
  22. Moreno, L., Gonzalez, C., Castilla, I., Gonzalez, E. & Sigut, J. (2006). Applying a constructivist and collaborative methodological approach in engineering education, Computers and Education, 49(3), 891-915.
  23. Nichols, M. (2003). A theory for elearning, Educational Technology& Society, 6(2), 1-10.
  24. Ong, C.-S., Lai, J.-Y., & Wang, Y.-S. (2004). Factors affecting engineers’ acceptance of asynchronous e-learning systems in high-tech companies. Information& Management, 41(6), 795–804.
  25. Pan, W., & Hawryszkiewycz, I. (2004). A method of defining learning processes. Proceedings of the 21st Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE), Perth, 734-742.
  26. Papasratorn, B., & Wangpipatwong, T. (2005). Constructivist e-learning system. Proceedings of World Conference on ELearning inCorporate, Government, Healthcare, & Higher Education (E-Learn 2005), Vancouver, Canada, 1468-1473.
  27. Papasratorn, B., & Wangpipatwong, T. (2006). The effect of self-efficacy and attitude on e-learning outcomes. Proceedings of World Conference on E-Learning inCorporate, Government, Healthcare, & Higher Education (E-Learn 2006), USA, 22642270.
  28. Puntambekar, S. (2006). Analyzing collaborative interactions: Divergence, shared understanding and construction of knowledge. Computers& Education, 47(3), 332-351.
  29. Roca, J.C., Chiu, C.-M., & Martınez, F.J. (2006). Understanding e-learning continuance intention: An extension of the Technology Acceptance Model. International Journal of Human-Computer Studies, 64, 683–696.
  30. Saito, H., & Miwa, K. (2007). Construction of a learning environment supporting learners’ reflection: A case of information seeking on the web, Computers& Education, 49(2), 214-229.
  31. Shapka, J.D., & Ferrari, M. (2003). Computer-related attitudes and actions of teacher candidates. Computers in Human Behavior, 19(3), 319–334.
  32. Sun, P-C, Tsai, R.J., Finger, G., Chen, Y-Y., & Yeh, D. (2007). What drives a successful e-learning? An empirical investigation of the critical factors influencing learner satisfaction. Computer and Education, In Press.
  33. Torkzadeh, R., Pflughoeft, K., & Hall, L. (1999). Computer self-efficacy, training effectiveness and user attitudes. An empirical study. Behaviour and Information Technology, 18(4), 299–309.
  34. Torkzadeh, G., & Van Dyke, T. (2002). Effects of training on Internet self-efficacy and computer user attitudes, Computers in Human Behavior, 18(5), 479–494.
  35. Tsai, C.-C. (2008). The preferences toward constructivist internet-based learning environments among university students in taiwan. Computers in Human Behavior, 24(1), 16-31.
  36. Venkatesh, V., & Davis, F.D. (1996). A model of the antecedents of perceived ease of use: development and test, Decision Sciences, 27(3), 451–481.
  37. Wangpipatwong, T., & Papasratorn, B. (2007). The influence of constructivist e-learning system on student learning outcome. International Journal of Information and Communication Technology Education, 3(4), In Press.
  38. Yu, D., Zhang, W., & Chen, X. (2006). New generation of e-learning technologies. Proceedings of the First International MultiSymposiums on Computer and Computational Sciences (IMSCCS'06), 455-459.
  39. Zoltan, E., & Chapanis, A. (1982). Experience with and attitudes towards computers. Behaviour and Information Technology, 1(1), 55–68.
  40. Zualkernan, I.A. (2006). A framework and a methodology for developing authentic constructivist e-learning environments. Educational Technology& Society, 9(2), 198-212.

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact