Computer Self‐Efficacy and Motivation to Learn in a Self‐Directed Online Course

Abstract

Despite the increased use of new learning technologies, there is still much to be learned about the role of learner characteristics in online learning. The purpose of this study was to examine how subjects' characteristics normally associated with effective training (i.e., initial motivation to learn and self-efficacy) related to learning in a self-directed online course. From an analysis of 190 respondents, computer and Internet usage prior to the start of class were positively related to individuals' computer self-efficacy and computer self-efficacy was positively related to learning. However, contrary to expectations, computer self-efficacy was not related to initial motivation to learn and motivation to learn was not related to learning in the class. Post hoc analysis of qualitative data enabled a rich explanation of the findings, including an evaluation of the unexpected relationships among the variables of interest and the nature of self-directed courses in virtual learning environments.

Implications of E-learning systems and self-efficiency on students outcomes: a model approach

“…Computer self-efficacy was positively linked to learning outcomes measured by the average test scores in e-learning [36] and in the training literature [37]. Thus, I hypothesized:…”

Effects of Individual and Work Environment Characteristics on Training Effectiveness: Evidence from Skill Certification System for Automotive Industry in Thailand

“…Additionally, several meta-analyses confirmed the relationship between self-efficacy and outcomes pertaining to performance (Stajkovic & Luthans, 1998). More specifically, many researches in the training literature have supported that self-efficacy has been positively related with learning from training (e.g., Colquitt, LePine & Noe, 2000;Gist, Schwoerer & Rosen, 1989;Gist, Stevens & Bavetta, 1991;Martocchio, 1994;Simmering & Posey, 2009). Therefore, we hypothesize that:…”

Factors related to college students’ self-directed learning with technology

“…It involves 'all general education, vocational education and training, nonformal education and informal learning undertaken throughout life, resulting in an improvement in knowledge, skills and competences within a personal, civic, social and/or employment-related perspective' (European Parliament, & Council of the European Union, 2006a, p. 50). Individuals need to have several competencies in order to succeed in lifelong learning (European Parliament, & Council of the European Union, 2006b;Sharma, 2004). These competencies include learners taking more responsibility and initiative to arrange their own learning processes -from the awareness of learning needs to the evaluation of learning results individually or in a group, which refers to self-direction in a learning process.…”