Scoping the pedagogic relationship between self‐efficacy and Web 2.0 technologies

Abstract

This article scopes the connections between the educational use of Web 2.0 technologies in social learning spaces, and the concept of individual self‐efficacy. At issue is whether the individual learner can be empowered both in her/his engagement with a task based upon a perception that s/he will be successful and in taking action as a result. The key research focus is whether these web tools enhance personal, academic self‐efficacy and subsequently individual agency. It is argued that the personal developments offered by these tools present opportunities for academics and learners to enhance their self‐efficacy, to take action and to increase their capability for decision‐making in the curriculum. The structuring of personalised and shared spaces in which individual users can come together to make decisions and act is a critical theme, and one which impacts participation.