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. / This study explored the experiences of former and current graduate and undergraduate online students for possible factors that may have affected self-efficacy perceptions while completing online course requirements. Self-efficacy is described as a person’s judgement 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: Phase I included conducting semi-structured interviews and analyzing transcripts of 11 current and previous asynchronous online learners; Phase II included creating and enlisting expert reviews of a survey instrument developed from the interview data analysis from Phase I; and Phase III included collecting and analyzing survey responses from 215 current and previous asynchronous online learners. The findings from this research showed several factors reported by participants as being present or absent in their online learning experiences having a perceived positive, negative or no effect on their self-efficacy beliefs at some point during their online coursework. A summary of findings, limitations, practical implications and future research ideas are discussed in Chapter Six of this document.
| 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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