Computer self‐efficacy, academic self‐concept, and other predictors of satisfaction and future participation of adult distance learners

Lim, Christina Kyounghee

doi:10.1080/08923640109527083

Cited by 190 publications

(140 citation statements)

References 15 publications

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“…Only a few studies investigated the relationship between Internet self-efficacy and satisfaction, and showed that Internet self-efficacy is not significantly correlated with or predictive of satisfaction in web-based learning environments (Puzziferro, 2006;Puzziferro, 2008;Rodriguez Robles, 2006). Lim (2001) found that Internet experiences in a class correlate positively with student satisfaction. More research is needed to examine the role of Internet selfefficacy for student satisfaction in online synchronous learning.…”

Section: Student Satisfactionmentioning

confidence: 98%

A case study of integrating Interwise: Interaction, internet self-efficacy, and satisfaction in synchronous online learning environments

Kuo

Walker

Belland

et al. 2014

IRRODL

105

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This paper reports research on the implementation of a web-based videoconferencing tool (Interwise) for synchronous learning sessions on an industrial technology course offered through a university in northern Taiwan. The participants included undergraduate students from the same course offered in two different semesters. We investigated students' perceptions of interactions with the instructor and fellow students, their confidence in utilizing the Internet (Internet self-efficacy), and the satisfaction level that students perceived throughout the learning process with Interwise. We also examined the effect of interactions and Internet self-efficacy on student satisfaction. Data collected through paper-based and online surveys were analyzed using correlation and multiple regression. The results revealed that overall, learners perceived Interwise as a tool that was moderately easy to use for synchronous learning. Learners seemed to prefer using the Interwise features, such as emotion icons, talk, or raise hand, to interact with their instructor. Learners had high confidence in gathering data or getting support through the Internet, but low confidence in resolving Internet related problems. Both learner-learner and learner-instructor interactions were significant predictors of student satisfaction, while Internet self-efficacy did not significantly contribute to satisfaction. Learner-instructor interaction was found to be the strongest predictor of student satisfaction.

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Section: Student Satisfactionmentioning

confidence: 98%

A case study of integrating Interwise: Interaction, internet self-efficacy, and satisfaction in synchronous online learning environments

Kuo

Walker

Belland

et al. 2014

IRRODL

105

View full text Add to dashboard Cite

show abstract

“…Research indicates that motivation, locus of control, and self-regulation are among the primary predictors of success in distance education program while age, gender, or personal characteristics were not found to correlate with academic success in distance education (Yükseltürk & Bulut, 2008, Lim, 2001Wang & Newlin, 2002). The present study investigated academic success in relation to factors such as (1) instructor support, (2) authentic learning, (3) personal relevance, (4) student interaction and collaboration, (5) active learning, and (6) autonomy.…”

Section: Discussionmentioning

confidence: 99%

A Study on the Predictors of Success and Satisfaction in an Online Higher Education Program in Turkey

Kırmızı

2014

IJE

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The aim of this study was to determine the predictors of success and satisfaction in an undergraduate distance education ELL degree program in Turkey. In this study, the independent variables are instructor support, student interaction and collaboration, personal relevance, authentic learning, active learning, and student autonomy and the dependent variables are student success and student satisfaction. The participants were 85 distance education students enrolled at the English Language and Literature Distance Education Program at Karabük University. In order to collect data, Education Learning Environment Survey (DELES), developed and validated by Walker and Fraser (2003), was used. This survey includes six psycho-social scales: 1) instructor support, 2) student interaction and collaboration, 3) personal relevance, 4) authentic learning, 5) active learning, and 6) student autonomy. In order to ascertain the relation between the variables, a correlation analysis was carried out. A moderate level of correlation was observed among the variables of the study. In addition, two regression tests were administered in order to measure the influence of the independent variables on both success and satisfaction. The results indicate that the predictors of student satisfaction are instructor support, authentic learning, and personal relevance, whereas the only strong predictor of academic success was authentic learning.

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“…Womble (2008) found a significant and positive correlation between e-learning self-efficacy and e-learner satisfaction. In addition, computer self-efficacy was a significant predictor of online learners' satisfaction and their intention to take future online courses (Lim, 2001). Successful participants on average spent 4 hours and 59 minutes attending and/or watching the web-videoconferencing sessions in Adobe Connect while unsuccessful counterparts only spent 2 hours and 18 minutes.…”

Section: Literature Reviewmentioning

confidence: 99%

Factors driving learner success in online professional development

Cao²,

Vu³

et al. 2014

IRRODL

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This study examined factors that contributed to the success of online learners in an online professional development course. Research instruments included an online survey and learners' activity logs in an online professional development course for 512 in-service teachers. The findings showed that there were several factors affecting online learners' success in online professional development. In addition, there were also significant differences between successful and unsuccessful online learners in terms of course login frequency and learning activities viewed.

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Computer self‐efficacy, academic self‐concept, and other predictors of satisfaction and future participation of adult distance learners

Cited by 190 publications

References 15 publications

A case study of integrating Interwise: Interaction, internet self-efficacy, and satisfaction in synchronous online learning environments

A case study of integrating Interwise: Interaction, internet self-efficacy, and satisfaction in synchronous online learning environments

A Study on the Predictors of Success and Satisfaction in an Online Higher Education Program in Turkey

Factors driving learner success in online professional development

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