Literaturnachweis - Detailanzeige
Autor/in | Abdous, M'hammed |
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Titel | Well Begun Is Half Done: Using Online Orientation to Foster Online Students' Academic Self-Efficacy |
Quelle | In: Online Learning, 23 (2019) 3, S.161-187 (27 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 2472-5749 |
Schlagwörter | Self Efficacy; Orientation; Student Adjustment; Urban Universities; Public Colleges; Student Satisfaction; College Students; Prior Learning; Gender Differences; Online Courses; Interaction; Integrated Learning Systems; Success; Academic Persistence; Student Centered Learning; Independent Study; Learning Readiness Self-efficacy; Selbstwirksamkeit; Orientierung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Collegestudent; Vorkenntnisse; Geschlechterkonflikt; Online course; Online-Kurs; Interaktion; Erfolg; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Selbststudium; Lernbereitschaft |
Abstract | Past research suggests that the use of an online learning orientation is an effective proactive strategy to ease online students' transition into online learning. Based on a sample of 3,888 online students from an urban public university, we used ordinal logistic regression to understand the influence of students' satisfaction with an online learning orientation (OLO), their prior level of online learning experience, and their demographics on their academic self-efficacy (ASE). Consistent with prior research, our findings confirmed the influence of students' satisfaction with OLO, their prior online learning experience, and their gender on their ASE. Unsatisfied students were 85% less likely than satisfied students to express a high level of self-efficacy. In contrast, students' age and enrollment status proved not to be significant. Overall, our findings provide strong evidence about how the use of an OLO as proactive support strategy can boost online students' academic self-efficacy. (As Provided). |
Anmerkungen | Online Learning Consortium, Inc. P.O. Box 1238, Newburyport, MA 01950. Tel: 888-898-6209; Fax: 888-898-6209; e-mail: olj@onlinelearning-c.org; Web site: https://olj.onlinelearningconsortium.org/index.php/olj/index |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |