The Impact of Computer Self Efficacy on Student Engagement and Group Satisfaction in Online Business Courses

Abstract

As countless regional, national, and international accrediting bodies continue to employ student engagement measures as mechanisms for quality assurance, universities become more intent on achieving this important gauge of student success. Specifically, the growth in enrollment in distance learning programs adds a unique level of complexity leading researchers to search for ways to increase engagement in the online course environment. Organizations continue to value teamwork and many instructors have incorporated group work into their online courses to teach students this important skill. The present study examines the impact of student engagement on group satisfaction. Furthermore, this research places student engagement at the center of a structural equation model to determine both predictors and outcomes of this important element of student learning. Specifically, this analysis examines whether students’ perceptions of computer self‑efficacy impact student engagement and group satisfaction in online business courses. Our findings indicate that computer self‑efficacy leads to student engagement and, further, that student engagement influences group satisfaction. Importantly, the relationship between student engagement and group satisfaction is mediated by group expectations. Discussions of findings can be utilized to understand the factors that lead to student engagement and its outcomes in online courses.

Houston, we Have a Pandemic: Technical Difficulties, Distractions and Online Student Engagement

“…Similar to Pellas (2014) and Chen (2017), we found that computer self-efficacy was associated with student engagement in online synchronous learning. Results also support Wolverton et al (2020) and Howard et al (2016) findings, as it was demonstrated that students who identify themselves as being able to expertly use digital technologies are more likely to be engaged within an online environment. It is recommended that students receive support to familiarize themselves with computers and e-learning systems, become more confident with computers and overcome technical difficulties more easily (Alqahtani & Rajkhan, 2020;Banna et al, 2015;Chhetri, 2020).…”

“…Pellas (2014) and Chen (2017) found that computer self-efficacy was positively associated with student's emotional and cognitive engagement and with their overall learning engagement. Wolverton et al (2020) found that students' engagement is determined by their perception of their computer self-efficacy, thus, students who identify themselves as being able to expertly use digital technologies, are more likely to be engaged within an online environment. Moreover, Howard et al (2016), suggested that students' low certainty in performing computer-related tasks is likely to have an effect on engagement.…”

Examine the parenting style effect on the academic achievement orientation of secondary school students: The moderating role of digital literacy

“…This can be explained by the rapid advancement of computer technology and the extensive use of computers at home, in contrast to the lack of use at school, which is a result of schools' antiquated equipment and students' preference for the home environment. Our study also suggests that as computer use increases, parental education enhances academic achievement (Carraher Wolverton et al, 2020), implying that students who use a computer at home do better. Additionally, computer use Moderating effect of digital literacy.…”

Computer Self-efficacy and Perceptions of Online Learning during the Covid-19 Lockdown in Iran High Schools

“…Not surprisingly, the increasing growth in distance learning programs resulting from the COVID-19 pandemic pushed the educational stakeholders to become more seriously concerned with enhancing the students' engagement in online classes (Carrahar Wolverton et al, 2021). In this sense, one factor that seems to impact the students' engagement and perspectives towards the learning experience is their perceptions of computer self-efficacy.…”

“…The concept of self-efficacy proposed in the social cognitive theory (Bandura, 1986) and computer selfefficacy (CSE) (Compeau & Higgins, 1995) formed the theoretical foundation of the current study. Drawing on Bandura's theory, Campeau and Higgins (p.192) put forth the term computer self-efficacy as "a judgment of one's capability to use a computer," which has been investigated in a wide range of educational contexts (Carrahar Wolverton et al, 2021). The results of previous studies have pointed to the positive relationship between the students' CSE and their satisfaction (Lim, 2001), readiness (Achukwu et al, 2015), performance (Wu et al, 2015), and engagement (Chen, 2017) in online learning.…”