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Success in online environments greatly depends on a students’ technology self-efficacy because they need to navigate through the online learning technology to assess their learning materials. Success is further influenced by their affect for the course given that students find more motivation to apply themselves towards classes where they experience high affective learning. This study addresses how instructor clarity and computer-mediated immediate behaviors influence students’ affective learning and technology self-efficacy in online supply chain management courses. The data collected supports a model in which instructors’ clarity and computer-mediated immediate behaviors indirectly influences students’ technology self-efficacy and affect for the course.