Changes in self-efficacy and task value in online learning

Lee, Cheng-Yuan

doi:10.1080/01587919.2015.1019967

Cited by 35 publications

(29 citation statements)

References 46 publications

(85 reference statements)

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“…However, its antecedents and consequences in online distance education are less clear (Prior et al, 2016). In some studies, online learning also influenced learners' self‐efficacy in improving student learning outcomes and learning capacity (Lee, 2015). The higher the computer self‐efficacy, the higher is the satisfaction with online learning (Jan, 2015).…”

Section: Discussionmentioning

confidence: 99%

“…Along with digital literacy, self‐efficacy is a predictor of learning motivation and achievement, and online self‐efficacy of college students affects emotions, perceived satisfaction, and knowledge perception as well as actual performance (Jan, 2015; Lee, 2015). College students' attitudes to online learning and digital literacy significantly contributed to self‐efficacy, which could have positive effects on peer participation, learning management system (LMS) interactions, and recruiter interactions (Prior, Mazanov, Meacheam, Heaslip, & Hanson, 2016).…”

Section: Introductionmentioning

confidence: 99%

“…College students' attitudes to online learning and digital literacy significantly contributed to self‐efficacy, which could have positive effects on peer participation, learning management system (LMS) interactions, and recruiter interactions (Prior, Mazanov, Meacheam, Heaslip, & Hanson, 2016). This results in interest and importance levels for the college students' course, and self‐efficacy may increase as they become more familiar and more confident with their online technologies (Lee, 2015). Therefore, online learning for college students needs to consider not only technology using ICT, but also cognitive and sociocultural digital literacy, attitude, and self‐efficacy to identify and address related problems (Ng, 2012).…”

Section: Introductionmentioning

confidence: 99%

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Factors influencing eHealth literacy among Korean nursing students: A cross‐sectional study

Kim

Jeon

2020

Nursing & Health Sciences

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Successful online learning depends on the supported learner's attitude, motivation, and self‐efficacy, along with their ability to use the flexibility and convenience of digital technology. As information and communications technology is introduced in healthcare, eHealth literacy (eHL) is becoming increasingly essential in nursing education. This study aimed to identify the eHL levels and the factors affecting eHL among nursing students. A survey was conducted among 205 nursing students from two colleges in Korea. The collected data were analyzed using descriptive statistics, and the factors associated with the eHL of nursing students were examined using multiple regression analysis. The eHL of nursing students, measured using the eHealth literacy scale, was found to be higher than in previous studies. Factors affecting eHL of nursing students were academic level, digital literacy toward information and communications technology for learning, and self‐efficacy for online education. These factors accounted for 38.8% of the variability in eHL among nursing students. In order to improve the eHL of nursing students, nursing education should consider a multidimensional approach toward developing digital literacy and self‐efficacy among them.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Factors influencing eHealth literacy among Korean nursing students: A cross‐sectional study

Kim

Jeon

2020

Nursing & Health Sciences

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“…Similarly to situational interest, while self-efficacy is likely to fluctuate during tasks (Niemivirta and Tapola, 2007;Bernacki et al, 2015), it also shows relatively high rank-order stability (Ackerman et al, 1995;David et al, 2007), suggesting that initial self-efficacy contributes to subsequent confidence in a task. However, most studies have investigated the stability in self-efficacy over longer time periods (e.g., a course or a semester; Phan, 2012;Lee, 2015).…”

Section: Introductionmentioning

confidence: 99%

Reciprocal Predictions Between Interest, Self-Efficacy, and Performance During a Task

Nuutila

Tapola²,

Tuominen

et al. 2020

Front. Educ.

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In this study, we examined how situational interest, self-efficacy, and performance predict each other during task engagement, and how they, in turn, contribute to continued interest. Finnish fourth-graders (N = 263) did a computerized inductive reasoning task consisting of two sections. Before and after each section, the students reported their situational interest and self-efficacy, and at the end of the task, students stated whether they would like to do similar tasks again (i.e., continued interest). Students' domain-specific interest and self-concept in mathematics, and gender differences were controlled. A cross-lagged reciprocal effects model with repeated measures, control variables, and outcomes within the structural equation modeling framework was estimated. The results showed situational interest to have a stronger effect on self-efficacy than vice versa, and that they both partly contributed to task performance. Continued interest was influenced only by situational interest at the end of the task. The patterning of predictions across the different stages of the task suggests these effects to be somewhat sensitive to task characteristics.

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“…Students' pass rates are also lower in online courses than in face-to-face ones, which many put down to lower motivation and a feeling of not being 'connected' (Ali and Leeds, 2009;Richardson, 2012). This is where self-efficacy, meaningfulness and task value become important (Lee, 2015). Online courses also change the learning process (Alvarez et al, 2009;Helleve, 2007) and the preconditions for communication and interaction, such as the absence of paralinguistic cues in body language (Price et al, 2007).…”

Section: Introductionmentioning

confidence: 99%

Online (web-based) education for mentors of newly qualified teachers

Fransson

2016

International Journal of Mentoring and Coaching in Education

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Purpose -The purpose of this paper is to report on a research project concerning a web-based (online) course for mentors of newly qualified teachers (NQTs). -Design/methodology/approach -A mixed-method approach with questionnaires and interviews was used to collect the data. Findings -Positive attitudes towards online education were discerned and initial concerns about the use of technical tools were dissipated during the course. It was found that the mentoring related content of the online course could be mediated. The most significant difference in the participants' meaning making and ability to 'connect theory and practice' with 'concrete knowledge' was between those with experience of mentorship before or during the course and those without. Research limitations/implications -The study focuses on one cohort of mentor participants (n=18) attending one mentor education course. Practical implications -The paper contributes to the value of online education for mentors of NQTs and includes some practical recommendations for mentor education providers. Originality/value -This paper reports on an under-researched area. Research on professional development programmes for mentors in general is limited, and even more so when it comes to online education for mentors.

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Changes in self-efficacy and task value in online learning

Cited by 35 publications

References 46 publications

Factors influencing eHealth literacy among Korean nursing students: A cross‐sectional study

Factors influencing eHealth literacy among Korean nursing students: A cross‐sectional study

Reciprocal Predictions Between Interest, Self-Efficacy, and Performance During a Task

Online (web-based) education for mentors of newly qualified teachers

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