Exploration of Factors Affecting the Self-Efficacy of Asynchronous Online Learners: a Mixed Methods Study

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.

Name thesis:degree_name

Ph. D.

Level thesis:degree_level

doctoral

Discipline thesis:degree_discipline

Curriculum and Instruction

Department dc:contributor.department

Teaching and Learning

Grantor dc:publisher

Virginia Tech

Year dc:date.issued

2017

Author dc:creator

• Johnson, Alicia Leinaala

Chairs dc:contributor.committeechair

• Lockee, Barbara B.
• Potter, Kenneth R.

Committee members dc:contributor.committeemember

• Burton, John K.
• Hodges, Charles B.

• Online Learning
• Distance Learning
• Asynchronous
• Self-Efficacy Sources

Statement dc:rights

• In Copyright

Licence dc:rights.uri

• http://rightsstatements.org/vocab/InC/1.0/

Dc Identifier Other

vt_gsexam:10245

OAI identifier oai:identifier

oai:vtechworks.lib.vt.edu:10919/77518