Self-efficacy and college students’ perceptions and use of online learning systems

Bates, Reid; Khasawneh, Samer

doi:10.1016/j.chb.2004.04.004

Cited by 236 publications

(188 citation statements)

References 24 publications

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“…A positive innovative climate as reported by organizational members is also related to institutional and individual performance and productivity (Bates & Khasawneh, 2007;Salim & Sulaiman, 2013) as well as increased competitive advantage (Bates & Khasawneh, 2007). Innovative climates flourish when there are high levels of organizational trust among members and support more pro-social exchanges .…”

Section: Innovative Climate (Ic)mentioning

confidence: 99%

Social Red Bull: Exploring Energy Relationships in a School District Leadership Team

Daly

Liou

Brown

2016

Harvard Educational Review

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Educational leaders have long been expected to be not only effective leaders, but also motivators who can move change efforts forward. Although there has been attention paid to the role of "effective" leaders, much less work has contributed to "affective" relations between and among educational leaders. In this study we explore the idea of positive affective arousal through "energy relationships" between and among a district leadership team. "Energizers" in social systems have been associated with positive individual and organizational outcomes, but are rarely studied in education. Drawing on theories of social networks and using multilevel network modeling, findings suggest that perceptions of job satisfaction, innovative climate, and leader efficacy, as well as work experience and gender help explain the likelihood of sending, receiving, and sharing energy relationships. Implications are discussed.

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Section: Innovative Climate (Ic)mentioning

confidence: 99%

Social Red Bull: Exploring Energy Relationships in a School District Leadership Team

Daly

Liou

Brown

2016

Harvard Educational Review

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“…This orientation will enhance a sense of self-efficacy among teacher trainees in their future educational work (Morris-Rothschild & Brassard, 2006). Students who demonstrate a high sense of self-efficacy evaluate their academic work as being more efficient and resolve problems more effectively (Bates & Khasawneh, 2007).…”

Section: Introductionmentioning

confidence: 99%

Emotional Intelligence and Teaching Self-Efficacy as Predictors of Teaching Ability

Walter

2013

JSE

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Emotional Intelligence (EI) has proved to be a promising concept in the fields of psychology and education. EI is still being regarded cautiously as a 'gold standard' for measurement and prediction for acceptance for teacher training program. This study examines the potential contribution of four measures -EI, teaching self-efficacy (TSE), psychometric exam grades, and grades of teaching skills during field training. The research population comprised 100 student teachers from college in northern Israel. The findings will help to shed more light on the implications of EI and point to future directions in the evaluation, selection and training of excellent teachers.

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“…Extended evaluation of OLE usage is required to reveal the detail in the evolution of system use (Browne, Jenkins, & Walker, 2006). There is a call in the literature for the application of extended/repeated evaluation to better understand the impact of OLEs and to optimize their use in online teaching and learning (Bates & Khasawneh, 2007;Davis & Wong, 2007;Drennan, Kennedy, & Pisarski, 2005;Mikropoulos & Natsis, 2011). Existing published extended evaluations of OLEs are often those compiled by industry bodies and are comprised of data drawn from across the sector (Browne et al, 2006;Smith & Caruso, 2010).…”

Section: Introductionmentioning

confidence: 99%

Development of student and academic staff perceptions of the elements of an online learning environment over time

Palmer

Holt

2014

AJET

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Academic staff play a fundamental role in the use of online learning environments (OLEs) by students, yet studies investigating the perspectives of staff are limited, and the least common investigations are those comparing the relative perceptions of students and staff. Many OLE evaluations present a point-in-time snapshot of the system, but extended evaluation of OLE usage is required to reveal the detail in the evolution of system use. The data from a large, repeated cross-sectional and quantitative survey of university students and staff were analysed. Drawing on 4680 survey responses over the period 2004-2011, it was found that:• both student and staff mean ratings of importance and satisfaction suggest an increasingly positive engagement with the OLE over time; • virtually all mean ratings of satisfaction, and many of the mean ratings of importance, for students were higher than for staff, supporting the view in the literature that students have a more positive attitude than staff toward OLE use; and • the general trend was a reduction in the magnitude of the differences between students and staff between 2004 and 2011. More fine-grained analyses of the differences observed for individual elements of the OLE are also reported.

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Self-efficacy and college students’ perceptions and use of online learning systems

Cited by 236 publications

References 24 publications

Social Red Bull: Exploring Energy Relationships in a School District Leadership Team

Social Red Bull: Exploring Energy Relationships in a School District Leadership Team

Emotional Intelligence and Teaching Self-Efficacy as Predictors of Teaching Ability

Development of student and academic staff perceptions of the elements of an online learning environment over time

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