Nontraditional Doctoral Students' Perceptions of Instructional Strategies Used to Enhance Statistics Self-Efficacy in Online Learning

Autor/inn/en	Jiang, Mei; Ballenger, Julia
Titel	Nontraditional Doctoral Students' Perceptions of Instructional Strategies Used to Enhance Statistics Self-Efficacy in Online Learning
Quelle	In: Journal of Educators Online, 20 (2023) 1, (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Nontraditional Students; Student Attitudes; Teaching Methods; Self Efficacy; Electronic Learning; Instructional Effectiveness; Statistics Education; Anxiety; Doctoral Students; Doctoral Programs; Introductory Courses; Elementary Secondary Education; Distance Education; Elementary School Teachers; Secondary School Teachers; Administrators + Suchen Sie Ihr Suchwort? Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Self-efficacy; Selbstwirksamkeit; Unterrichtserfolg; Angst; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Einführungskurs; Distance study; Distance learning; Fernunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	Self-efficacy is defined as people's perceptions of their abilities to organize cognitive, social, emotional, and behavioral skills and their decisions on how much effort to use to attempt the action. This exploratory sequential, mixed-methods study examined nontraditional doctoral students' perceptions on how instructional strategies helped with their self-efficacy in online statistics learning as aligned with four sources of self-efficacy (i.e., mastery experiences, vicarious experiences, verbal persuasion, and physiological reactions). The relationship between the instructional strategy used and the students' statistics self-efficacy was examined. The effective instructional strategies are discussed and recommendations provided for online statistics instructors and course designers. (As Provided).
Anmerkungen	Journal of Educators Online. Grand Canyon University, 23300 West Camelback Road, Phoenix, AZ 85017. e-mail: CIRT@gcu.edu. Web site: https://www.thejeo.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01