Effects of Basic Computer Training on the Self-Efficacy of Adult Learner’s Utilization of Online Learning

2010 ◽  
pp. 578-594
Author(s):  
Gregory C. Petty ◽  
Iryna P. Loboda
Keyword(s):  
Experimental Study ◽  
Online Learning ◽  
Adult Learners ◽  
Learning Environment ◽  
Self Efficacy ◽  
Computer Training ◽  
The Self ◽  
Online Learning Environment ◽  
Computer Skill ◽  
Quasi Experimental

As more studies investigate the effectiveness of online instruction for adult learners it is important not to overlook the effects of computer self-efficacy of students. Online learning requires a certain level of computer skill for the student to be successful. This chapter explores the value and efficacy of basic computer training to improve the effectiveness of instruction in an online learning environment. Included is a review of self-efficacy related to online learning and the results of a quasi experimental study that reinforces the value of basic computer training for improving the adult learners’ self-efficacy.

scholarly journals Effect of Telenursing on the Self-efficacy of Patients with Myocardial Infarction: A Quasi-experimental Study

2020 ◽  
Keyword(s):  
Myocardial Infarction ◽  
Experimental Study ◽  
Self Efficacy ◽  
Demographic Data ◽  
Intervention Group ◽  
The Self ◽  
Control Group ◽  
Significant Difference ◽  
Quasi Experimental

Background and Objective: Despite medical advances, patients with Myocardial Infarction do not fully recover and require rehabilitation and other treatment measures as well. One way to empower these patients is to promote self-efficacy. Therefore, the present study aimed to determine the effect of Tele-nursing on the self-efficacy of patients with myocardial infarction. Methods: This quasi-experimental study was conducted on 40 patients with Myocardial Infarction. The participants selected using the simple random sampling method. The patients were divided into two intervention and control groups of 20 participants. Routine training was given to both groups before discharge. The demographic data questionnaire and Sullivan’s cardiac self-efficacy questionnaire were then provided to each patient. In the intervention group, in addition to routine training, the telephone follow-up intervention was performed by the researcher within one month (once a week with an average call duration of 10 minutes). After one month, the self-efficacy questionnaire was provided to each of the study units again. Finally, after determining the normal distribution, the data were analyzed by chi-square, independent t-test, and ANCOVA tests, using SPSS v.25 software. Results: There was no statistically significant difference between the two groups in terms of demographic variables and disease characteristics. The mean score of self-efficacy before and after the intervention in the control group was 22.90 ± 3.93 and 33.35 ± 8.36, respectively, and in the intervention group, was 25.60 ± 6.90 and 47.45 ± 5.60, respectively. There was a statistically significant difference between the two groups after the intervention (p < 0.001). Conclusion: Telenursing can improve adherence to the treatment program and promote patients’ self-efficacy. Therefore, due to its reliability, availability, and low cost, this method can be used in patient care and follow-up.

Overview of Using Vignettes to Develop Higher Order Thinking and Academic Achievement in Adult Learners in an Online Learning Environment

2008 ◽  
pp. 135-156
Author(s):  
Maria H.Z. Kish
Keyword(s):  
Academic Achievement ◽  
Online Learning ◽  
Adult Learners ◽  
Learning Environment ◽  
Higher Order Thinking ◽  
Learning Model ◽  
Higher Order ◽  
Online Course ◽  
Online Learning Environment ◽  
Generative Learning

A challenge in teaching and providing any type of instruction in the online learning environment is to ensure that participants are engaged in the process and find meaning in their learning. This case study investigated the use of vignettes as a teaching strategy and learning activity of the Generative Learning Model in a hybrid online course. Vignettes are short and realistic stories that may help bridge participants’ previous experiences to applying course material in relevant situations. The Generative Learning Model, consisting of five main components: attention, motivation, knowledge, generation, and metacognition (Wittrock, 2000), was incorporated when requiring students to answer teacher-generated vignettes and to generate their own vignettes. Two outcomes were anticipated using vignettes within the Generative Learning Model in a hybrid online course: 1) enhancement of academic achievement and 2) higher order thinking . This study considered data from student work collected from the Instructional Techniques Course, GITED 631, taught in the Graduate School of Education at Duquesne University, Pittsburgh, Pennsylvania, in the fall of 2003. Eight participants responded to teacher-generated vignettes, created diagrams and rubrics, created their own vignettes, and recorded their observations concerning vignettes in reflective learning logs. The adult online learners in this study professionally focused on teaching children and adults. This study’s participants all professionally focused on teaching children and adults. The research findings indicate that the use of teacher-generated vignettes can increase academic achievement, and that learner-generated vignettes can help students achieve higher order thinking. This article also discusses the methods that have been used to teach adult learners how to respond to and create vignettes for their own teaching and presentation purposes.

scholarly journals The role of community of inquiry and self-efficacy on accounting students’ satisfaction in online learning environment

2021 ◽  
Vol 25 (1) ◽  
pp. 1-16
Author(s):  
Fachmi Pachlevi Yandra ◽  
Badr Alsolami ◽  
Ivana Oktarina Sopacua ◽  
Wisnu Prajogo
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Social Presence ◽  
Self Efficacy ◽  
Community Of Inquiry ◽  
Accounting Students ◽  
Educational Institutions ◽  
Online Learning Environment ◽  
Higher Educational Institutions ◽  
Students Satisfaction

The Community of Inquiry (CoI) framework provides a solid guideline for researchers to investigate a quality of online learning. However, there are still very limited studies that explore the pattern of relationships between CoI framework and accounting students’ satisfaction in online learning. In the context of online learning, self-efficacy plays a role to determine the level of students’ confidence to get success in the learning process. Students with a high level of self-efficacy will not perceive a difficult task as an obstacle to be avoided, but rather as a challenge to develop abilities. This research aims to explore the relationship between CoI framework and accounting students’ satisfaction through online learning self-efficacy. Self-administered survey was conducted to 437 accounting students. Hypothesis was tested using SEM-PLS. Results showed that CoI framework were good predictors of accounting students’ satisfaction. Different from most studies, this research found that students were more influenced by social presence instead of teaching presence. Higher educational institutions needed to focus on how to improve social presence in the online learning environment. In addition, higher educational institutions needed to manage students' online learning self-efficacy instead of technology self-efficacy.

scholarly journals A high-impact practice for online students: the use of a first-semester seminar course to promote self-regulation, self-direction, online learning self-efficacy

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Jacqueline S. Stephen ◽  
Amanda J. Rockinson-Szapkiw
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Self Efficacy ◽  
Self Regulation ◽  
High Impact ◽  
Online Learning Environment ◽  
Online Students ◽  
First Semester ◽  
Significant Difference

AbstractStudent enrollment continues to increase in online programs, but there is concern surrounding the reportedly high rates of attrition in online classes compared to face-to-face classes. Undergraduate students are poorly prepared and lack the human agency necessary for success in the online learning environment. To address the lack of persistence of undergraduate online students, universities must create and implement interventions that prepare students for the online learning environment and help them develop as autonomous learners. This study examined whether differences in self-regulation, self-direction, and online learning self-efficacy exist between students participating in an experimental high-impact First-Semester Seminar (FSS) class and a traditional FSS class while controlling for pre-existing factors. A quantitative, quasi-experimental, pretest-posttest research design was used for this study with nonequivalent control groups, and multivariate analysis of covariance (MANCOVA) and follow up analyses of covariances (ANCOVA) were used to analyze the data. MANCOVA results revealed a statistically significant difference between groups. Follow-up ANCOVAs revealed differences between the posttest scores of the traditional FSS class and the high-impact FSS class on the measurements for self-directed learning and self-regulated learning.

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