Divergent Theories and Measurements of Online Learning Self­-Efficacy

• In Event: 58.082 - Roundtable Session 25
  In Roundtable Session: 58.082-13 - Humanizing Online Teaching and Learning

Abstract

Since the late 1990s online educators have used theories and measurement scales of online learning self-efficacy to gauge how self-efficacy for navigating course technology mediates learning and course success. While online instruction has advanced to incorporate functions of Web 2.0, researchers have not kept up. The literature was queried on the evolution of the technical skills and digital literacies identified as factors of Online Learning Self-Efficacy (OLSE), a claimed predictor of online course retention and success. The review revealed that current OLSE measurement scales are no longer valid because instructional design and online learning prerequisites have evolved. The findings have implications for future retention strategies in online higher education.

Author

• Virginia Byrne, University of Maryland - College Park