Abstract
In this study, author proposed the term 'potential self-efficacy' which refers to the perceptions about the self-capabilities to do something effectively and efficiently and visualising oneself behaving successfully in a given situation. This study explores the potential self-efficacy (PSE) of a learner based on four major sources of information by Bandura's (1977) theory of self-efficacy. This study inspects the mediating role of PSE to elaborately explain the impact of an e-learning system on e-learning effectiveness. It also examines the moderating effect of gender on the above-mediated relationship. The indirect effect of the e-learning system on e-learning effectiveness through PSE is stronger for male students as compared to female students. The results give insight to MOOC service providers to design e-learning components in a way that can lead to making students feel efficient in pursuing those courses both academically as well as professionally, which should be equally perceivable by both genders.
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