Running Head: SELF EFFICACY AND ONLINE EDUCATION 1

Self-Efficacy and Online Education

Rob Campbell

California State University, Monterey Bay

IST 520

Professor Sarah Tourtellotte

March 25, 2017

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Self-Efficacy and Online Education

Self-efficacy is a trait that teachers of all kinds hope to develop in students. This is true in

all learning environments, but is of particular value in online courses. In Attitude, digital

literacy, and self-efficacy (Prior et al., 2016), the authors explore influences and results of

student self-efficacy and make recommendations applicable to the online learning environment

that also transfer to traditional learning environments.

The paper describes a qualitative study of responses to surveys voluntarily completed by

students in an Australian online business school. Students come from nine areas of study and

represent both full time and part time students. The purpose of the study is to identify factors that

influence behaviors in online learning environments, specifically related to learner attitudes and

interactions with peers, conveners, and the online system itself. Authors were interested in digital

literacy and self-efficacy, which includes not only how equipped the students were upon

enrollment, but how literacy and efficacy were developed in the process of the course.

Urschel points out that randomizing and shielding results is a way to avoid bias in. In this

study, students were not asked to indicate their courses of enrollment so as to ensure

confidentiality of responses (Prior et al., 2016). Other measures taken include assurances of

anonymity, specific requests for honest answers, isolating the study from course conveners,

randomizing the order of the questions in the survey, and wording that created distinct

definitions of constructs (Prior et al., 2016).

The researchers outline five hypotheses; two related to antecedents to self-efficacy and

three predicting its outcomes. In some respects these seem indisputable:

H1. Student's positive learning attitude contributes positively to self-efficacy in

online distance education.

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H2. Digital literacy contributes positively to self-efficacy in online distance education.

H3. Self-efficacy contributes positively to student online peer engagement.

H4. Self-efficacy contributes positively to student online learning management system

interaction.

H5. Self-efficacy contributes positively to student online convener interaction (Prior

et al., 2016).

Although these hypotheses seem to be evident, the authors support each with

significant current research and discuss the reasons for inclusion in the study. Most

importantly, the study points out that the goal is in finding ways to enhance self-efficacy

in all learners through identifying various levers for encouraging successful online

learning behaviors; and through summarizing implications for practice (Prior et al.,

2016).

Research Procedures

A survey was designed and administered to voluntary participants who were

students in nine areas of study through a business school in Australia. The responses were

anonymous and detached from specific courses students were enrolled in. Survey

questions were administered randomly in the response process. Several measures are

described that remove potential bias. Data from the survey informs measures connected

to the hypotheses. Conclusions and implications for practice are described as a result of

connections in the data.

In general participants selected were appropriate for the survey because the

students are enrolled in online courses. These students are enrolled in nine subjects

related to various areas of business study. However, the researchers themselves point out
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that the specific academic focus may limit the applicability of the study results to

alternative online learning contexts; ie, areas outside of business learning.

While questions used different point scales, rationale for this is explained relative

to their sources. The questions themselves were taken from research sources, and the

point scales used by the originators were left intact to maintain statistical integrity.

Furthermore, measures were founded upon multiple sources of statistical theory in

psychological study.

Methods and specific procedures were very clearly described. The questions,

sources of questions, and statistical measures are listed in Appendix A. The path is

clearly available to repeat this study in every way.

Research Results

Statistical techniques are well explained, from the responses provided to the

influence on hypotheses. Data is reported in several forms across four tables. Average

variance is accounted for, as are acceptable fit properties. Sources supporting statistical

measurement and reporting techniques are provided.

Results supporting acceptance of each of the five hypotheses are reported in Table

3, each reporting a significant positive effect. There is significant discussion of statistical

means by which these results were reached according to accepted methods.

While a qualitative study such as this can result in a variety of interpretations,

authors of this study build a statistically sound case for results and recommendations. As

stated earlier in this analysis, the 46 questions used in the survey were worded and

created in such a way as to channel results towards supporting or refuting the hypotheses.

While the hypotheses themselves appear to be easy to accept, the specific data supporting
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them drives the recommendations of the authors, specifically that instruction should

encourage positive attitudes so that self-efficacy is more likely; that specific instruction in

the use of online technologies is necessary even for digital natives; and that it is

important to identify and use the various levers for encouraging successful online

learning behaviors (Prior et al., 2016). In addition, the authors suggest that the learning

experiences and materials should be designed with these ends in mind to encourage and

develop digital literacy and self-efficacy.

I found the study to be thought provoking and useful, not just for my capstone

project designing an online/hybrid course in designing special effects, but also for my

traditionally taught courses at San Benito High School. There is an assumption about

learners of a certain age as digital natives can navigate digital environments and online

learning spaces with ease; this study reminds instructors and conveners to identify

learners self-efficacy and digital literacy skills and have curricula in place that address

and enhance these areas of student learning as well as the precise course content.
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Reference

Prior, D., Mazanov, J., Meacheam, D., Heaslip, G., & Hanson, J. (2016). Attitude, digital literacy
and self efficacy: Flow-on effects for online learning behavior. The Internet And Higher
Education, 29, 91-97. http://dx.doi.org/10.1016/j.iheduc.2016.01.001