An Exploration of Factors Influencing Self-Efficacy in Online Learning: A Systematic Review

Chattavut Peechapol,Arthorn Luangsodsai,Siridej Sujiva,Jaitip Na-Songkhla

doi:10.3991/ijet.v13i09.8351

Abstract

This review examines 12 years of research by focusing on the following question: What are the factors that influence self-efficacy in an online learning environment? There has been a plethora of research concerning self-efficacy. However, few works have focused on the sources of self-efficacy in online-learning environments. Systematic searches of numerous online data-bases published between 2005 and 2017, which covered factors influencing self-efficacy in online learning context, resulted in the investigation of 25 studies. The data were extracted, organized and analyzed using a narrative synthesis. Results revealed that various factors improved self-efficacy and provided evidence of significant sources of self-efficacy in the context of online learning. Moreover, the investigation provides guidance for further research in designing online learning environments to enhance the self-efficacy of learners.

Highlights

Technological advances and easier access to the Internet have led to an increase in online learning compared with traditional learning environments
The objective of the current review is to examine systematically factors that contribute to self-efficacy in the online learning environment, and which have not previously appeared in open literature
- Computer experience had a significant effect on e-learning specific self-efficacy (! = .51, p < .001). - Personal innovativeness with information technology (IT) had a significant influence on elearning specific self-efficacy (! = 0.46, p < .001). - Computer playfulness had a significant effect on e-learning specific self-efficacy (! = 0.40, p < .001). - E-learning specific self-efficacy mediated the effect of computer experience on perceived ease of use - E-learning specific self-efficacy partially mediated the effect of personal innovativeness and computer playfulness on perceived ease of use

Summary

Introduction

Technological advances and easier access to the Internet have led to an increase in online learning compared with traditional learning environments. As the number of online-learning users continues to increase, there is a need to understand how students can best apply learning strategies to achieve academic success within the online environment. Beliefs about self-efficacy determine level of motivation as reflected in the amount of effort exerted in an endeavor and the length of time devoted to a challenging situation [2]. If persons have a low level of self-efficacy toward a task, they are less likely to exert effort and accomplish the task. Research findings have demonstrated that self-efficacy is a better predictor of academic achievement than other cognitive or affective processes [3]. Student self-efficacy seems important in challenging learning environments, such as an online learn-

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