The purpose of this paper is to examine the construct of self‐efficacy in the context of online learning environments. Self‐efficacy is defined as “beliefs in one's capabilities to organize and execute the courses of action required to produce given attainments” (Bandura, 1997, p. 3). Traditionally, the four main sources of self‐efficacy development are enactive master experiences, vicarious experiences, verbal persuasion, and physiological and affective state (Bandura, 1997). In this paper, self‐efficacy is introduced in general. Research related to academic self‐efficacy and self‐efficacy in online learning environments is reviewed. The study of self‐efficacy in online learning environments is new relative to the construct of self‐efficacy. Research on self‐efficacy and the use of computers in instructional situations has been included to broaden the literature base. The development of self‐efficacy beliefs in online environments is highlighted as well as self‐efficacy assessment issues. Possible areas of self‐efficacy research in online environments are suggested, including pedagogical agents, persuasive feedback, and self‐efficacy assessment.
<p>The concept of the massive, open, online course (MOOC) is not new, but high-profile initiatives have moved MOOCs into the forefront of higher education news over the past few years. Members of institutions of higher education have mixed feelings about MOOCs, ranging from those who want to offer college credit for the successful completion of MOOCs to those who fear MOOCs are the end of the university as we know it. We set forth to investigate the quality of MOOCs by using the Quality Matters quality control framework. In this article, we present the results of our inquiry, with a specific focus on the implications the results have on day-to-day practice of designing online courses.</p>
We designed and developed an emotion control treatment and investigated its effects on college students' academic emotions, motivation, and achievement in an online remedial mathematics course. The treatment group showed more positive emotions of enjoyment and pride than the control group. The treatment group also showed a higher level of motivation than the control group but there was no difference between the two groups in achievement. Implications for the design and development of interventions or systems for students' emotion control are discussed.
This short essay highlights how the COVID-19 crisis forced many faculty members in the higher education setting to abruptly transition from face-to-face and hybrid instruction to remote teaching. We highlight how emergency remote teaching can lead to overall improved instruction (regardless of future course modality) and better preparedness (for future crises) through an asserted effort to reflect on the experience as a whole.
The purpose of this study was to: (a) investigate the effects of email to enhance learners' use of self-regulation strategies; (b) examine different effects between email list and individually addressed notes on the enhancement of self-regulation; (c) observe and record changes in self-regulation and self-efficacy; and (d) explore the relationships among self-regulation, selfefficacy, and achievement. For an entire semester, 103 college students enrolled in an online, asynchronous mathematics course participated in this study. They were randomly assigned to one of three groups. The first group received self-regulation strategies without personalized messages; the second group received self-regulation strategies with personalized messages; and the third group received neither self-regulation strategies nor personalized messages. Results indicated that there was no statistically significant effect for the email treatments but a statistically significant relationship was observed between self-efficacy and achievement. The findings are discussed with an emphasis on the reciprocal relations between self-efficacy and self-regulation.It is a long-held and well-established belief that motivation is important for learning. Many cognitive and affective aspects of motivation (e.g., interest, feeling 207
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