This study explored former and current graduate and undergraduate online students' self-efficacy perceptions for asynchronous online coursework. Self-efficacy is described as a person's judgment of his or her ability to successfully complete a learning or performance task (Bandura, 1997). Using an exploratory sequential mixed methods approach, this study explored the research question in three phases: 1) Conducted interviews and analyzed transcripts of 11 current and previous asynchronous online learners; 2) Created and enlisted the expert review of a survey instrument developed from the interview data analysis; and 3) Collected and analyzed survey responses from current and previous asynchronous online learners. The findings from this research show, based on 215 participant responses, several factors present or absent in asynchronous online learning experiences have positive, negative or no effects on perceived self-efficacy to complete online course requirements. Findings, limitations, practical implications and future research ideas are discussed in Chapter Six of this document. / Ph. D.
| Identifer | oai:union.ndltd.org:VTETD/oai:vtechworks.lib.vt.edu:10919/77518 |
| Date | 25 April 2017 |
| Creators | Johnson, Alicia Leinaala |
| Contributors | Teaching and Learning, Lockee, Barbara B., Potter, Kenneth R., Burton, John K., Hodges, Charles B. |
| Publisher | Virginia Tech |
| Source Sets | Virginia Tech Theses and Dissertation |
| Detected Language | English |
| Type | Dissertation |
| Format | ETD, application/pdf |
| Rights | In Copyright, http://rightsstatements.org/vocab/InC/1.0/ |
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