How Student Perceptions of Asynchronous Online Discussions Moderate Change in Academic Self-Efficacy Across a Semester

• In Event: Technology, Instruction, Cognition, Learning: Current Trends in Theory and Research

Abstract

Given the increasing prevalence of online courses, understanding the relationship between students’ perceptions of online activities and self-efficacy is important and timely. Participants (n=154) were undergraduates recruited from online courses in educational psychology from Fall 2018-19. Results show that student perceptions of asynchronous online discussions at the beginning of the semester served as a significant moderator for the relationship between academic self-efficacy at the beginning and end of the semester. Instructors would be wise to help students understand the purpose of these discussions and develop a more positive attitude towards them.

Authors

• Jane S. Vogler, Oklahoma State University

• Lisa Morgans, Oklahoma State University - Stillwater

• Kristi Bright, Oklahoma State University - Stillwater