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Does Learner Control Help Online Learners Improve Their Self-efficacy? A Study in an Authentic Online Setting
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, , , Massey University, New Zealand

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Montréal, Quebec, Canada ISBN 978-1-880094-98-3 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

This paper describes a research-in-progress on the relationship between learner control and self-efficacy of online learners in an asynchronous online programme. The main focus is to see whether learner control positively influences students’ self-efficacy. Although learners are increasingly familiar with daily computer and Internet usage, some still find online learning a challenge. Previous literature has shown that online learners’ interactions, sense of belonging, and self-efficacy increase when they have control over their online learning environment. However, few studies have looked at this relationship in an authentic online setting. Preliminary findings of this study show a positive relationship between learner control and online learning self-efficacy. A more in-depth study will explore this relationship with a larger and more diverse sample group. There are early indications that this research may be useful for educators and instructional designers in shedding light on how online learners may be able to overcome their challenges.

Citation

Taipjutorus, W., Hansen, S. & Brown, M. (2012). Does Learner Control Help Online Learners Improve Their Self-efficacy? A Study in an Authentic Online Setting. In T. Bastiaens & G. Marks (Eds.), Proceedings of E-Learn 2012--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 1 (pp. 420-425). Montréal, Quebec, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved July 19, 2019 from .

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