Exploring the Relationship Between Students' Online Learning Self-Efficacy and Academic Outcomes in Online Courses

• In Event: AERA Poster Session 4
  In Poster Session: Emerging Avenues for Research in Online Learning

Abstract

The study examines changes in online learning self-efficacy (OLSE) over the duration of a semester, and the relationship between OLSE and academic outcomes. Students (n = 94) in online courses at a large Midwestern university completed the Online Learning Self-Efficacy Scale at beginning and end of semester. Final exam and course grades were collected at the end of semester. Correlation analysis indicated a significant but weak relationship between OLSE and course grades, but no relationship with final exam score. Paired samples t-tests evidenced significant reduction in OLSE over the semester as students adjusted initially optimistic beliefs to more realistic assessments of their ability. Regression analysis evidenced a predictive relationship only between time management components of OLSE and course grades.

Authors

• William C James, Oklahoma State University

• Jane S. Vogler, Oklahoma State University

• Yessenia Castillo, Oklahoma State University