Abstract
Students’ perceptions regarding their online self-efficacy skills were investigated in order to determine whether self-efficacy serves as an indicator of success in virtual environments. Student self-efficacy was measured using the Online Technologies Self-efficacy Scale (OTSES). The survey was administered to students from a large urban school district, simultaneously enrolled in a magnet high school and online courses with Florida Virtual School (FVS). Findings from the study revealed that the statistical majority of students felt very confident with their online technologies skills regardless of their standing in the FVS, that is, failed or passed and, course drop versus course completion. However, half of the respondents claimed that online courses are more difficult than traditional face to face classes.
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