Knowledge Mobilization Through E-Learning Systems: Understanding the Mediating Roles of Self-Efficacy and Anxiety on Perceptions of Ease of Use

Jashapara, Ashok; Tai, Wei-Chun

doi:10.1080/10580530.2011.536115

Cited by 31 publications

(17 citation statements)

References 95 publications

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“…Law et al (2010) found a wellfacilitated e-learning setting can enhance self-efficacy for online learning, while Song et al (2011) found prior knowledge of online system put a direct effect on online efficacy and participants. Jashapara and Tai (2011) found personal innovativeness with information technology (IT) showed a significant effect on e-learning system self-efficacy, and computer playfulness had a significant positive effect on e-learning system self-efficacy. Zhang et al (2012) found the psychological safety communication climate as a predictor, Shen et al (2013) found the number of online courses, Wang et al (2013) found motivation as a palpable predictor and Chiu and Tsai (2014) found the associated social factors influence self-efficacy for online education.…”

Section: Rq2 Factors Influencing Self-efficacy In Online Educationmentioning

confidence: 99%

Toward a framework for strengthening participants' self-efficacy in online education

Kundu

2020

AAOUJ

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PurposeThe purpose of this study was to review the role of self-efficacy in online education with an objective to propose a holistic framework for strengthening participants' self-efficacy, especially in the Asian context.Design/methodology/approachTo investigate the potential role of self-efficacy of the participants of online academic activities, this study followed the conceptual analysis method, which is breaking down concepts into constituent elements to get a superior understanding of a particular philosophy.FindingsThe findings revealed that self-efficacy, the level of confidence someone has to perform a particular task, is an important factor among teachers and students operating online platforms, and enhanced efficacy is capable of encouraging online practices. Finally, the study proposed a framework to strengthen self-efficacy among participants with intervention measures to make online education effective and impressive.Research limitations/implicationsThe proposed framework will help stakeholders of online education to improve their efficacy and leverage the potential of online education to the fullest. Millions of first-generation online users in many Asian countries who possess low self-confidence in their ability might find the framework easier for better integration, interaction and collaboration in the online learning environment.Originality/valueA vast literature survey was made before proposing this framework that could open up a new dimension in online education by scaffolding participants' inner thrust.

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Section: Rq2 Factors Influencing Self-efficacy In Online Educationmentioning

confidence: 99%

Toward a framework for strengthening participants' self-efficacy in online education

Kundu

2020

AAOUJ

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“…If a learner is not expecting a learning environment where knowledge is not obtained passively (Jashapara & Tai, 2011)-as is often the case in a traditional learning environment-then he or she will exhibit great stress. Such a learning environment requires learners to have a firm belief in their own abilities (Aslim-Yetiş & Çapan, 2013) to accomplish a given task.…”

Section: A Lack Of Self-efficacymentioning

confidence: 99%

“…Foreign language educators are no doubt aware of the national guidelines set forth by the American Council on the Teaching of Foreign Languages (ACTFL) (2012): learners studying a foreign language must be able to communication orally in that target language. From a learners' perspective, however, an inability may exist preventing some learners from mobilizing knowledge (Jashapara & Tai, 2011). The idea of actively using information requires a person to incorporate elements of andragogy, self-efficacy, and motivation (Chametzky, 2013b) that might not be within the ability of a learner.…”

Section: An Inability To Use Knowledgementioning

confidence: 99%

The Online World Languages Anxiety Scale (OWLAS)

Chametzky¹

2019

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Sadly, anxiety and stress exist all around us. While anxiety has previously been studied in traditional foreign language environments, no information exists about anxiety in an online foreign language environment. Without having a detailed understanding of potential problems in an online environment, educators, administrators, and course designers would not be able to help struggling, suffering students. Thus, the purpose of this seven-participant pilot study was to develop a more refined understanding of foreign language anxiety in the online learning environment. In some respects, the results of this study confirm what foreign language educators already know: students prefer writing rather than speaking, interacting with the instructor rather than with peers, and keeping up with the work is sometimes a challenge. Additionally, if students don't know basic grammatical elements in their native language, there may be issues in the target language. Yet, researchers can now begin to understand additional components of anxiety that were not examined previously in online foreign language courses in a more nuanced manner.

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“…Other scholars found perceived ease of use to be an important predictor of behavioral intentions toward online education (i.e., Ong & Lai, 2006;Sánchez & Hueros, 2010). Jashapara and Tai (2011) argued that although people may have different levels of computer experience, innovativeness, and playfulness in e-learning settings, self-efficacy and anxiety play a crucial role in influencing their attitudes toward e-learning. Lack of technological expertise was revealed as the result to fear of working in e-learning environment (Middleton, 2009).…”

Section: E-learningmentioning

confidence: 99%

Perceptions of International Female Students toward E-Learning in Resolving High Education and Family Role Strain

Kibelloh

Bao

2014

Journal of Educational Computing Research

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It is a common phenomenon for many mature female international students enrolled in high education overseas to experience strain from managing conflicting roles of student and family, and difficulties of cross-cultural adjustment. The purpose of this study is to examine perceptions and behavioral intentions of international female students toward e-learning as a tool for resolving overseas high education and family strain from a technology acceptance standpoint. To achieve this goal, Davis's (1989) technology acceptance model is used as the study's conceptual framework, to investigate perceived usefulness, ease of use and behavioral intentions toward e-learning. The research draws on face-to-face interviews with 21 female international students enrolled in classroom-taught degree programs at a university in Wuhan, China. The data is analyzed through coding and transcribing. The findings reveal that given its convenience, e-learning is generally perceived as practical in balancing study with family as well as feasible in saving time, money, and energy. However, key concerns were raised over the issues of poor and costly Internet connectivity in developing countries, as well as perceived negative reputation, lack of face-to-face interaction, and lack of motivation in online environment. Important issues and recommendations are raised for consideration when promoting e-learning program. This study emphasizes the need to revisit gender supporting policies and effective marketing to re-position the prevailing image of e-learning as a reputable and reliable education delivery method.

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Knowledge Mobilization Through E-Learning Systems: Understanding the Mediating Roles of Self-Efficacy and Anxiety on Perceptions of Ease of Use

Cited by 31 publications

References 95 publications

Toward a framework for strengthening participants' self-efficacy in online education

Toward a framework for strengthening participants' self-efficacy in online education

The Online World Languages Anxiety Scale (OWLAS)

Perceptions of International Female Students toward E-Learning in Resolving High Education and Family Role Strain

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