Attitude, digital literacy and self efficacy: Flow-on effects for online learning behavior

Daniel D. Prior, Jason Mazanov, David Meacheam, Graham Heaslip, James Hanson

Research output: Contribution to journalArticleScientificpeer-review

59 Citations (Scopus)

Abstract

Online distance education allows easy and convenient access to learning opportunities. As with other forms of education, high self-efficacy often encourages greater student confidence and autonomy. While self-efficacy has been shown to have positive effects in face-to-face education, its antecedents and consequences in online distance education are less clear. This study addresses this issue. First, it considers two important antecedents: attitude and digital literacy. Second, the study considers the effects of self-efficacy on three important learning behaviors: peer engagement, learning management system (LMS) interaction and course convener interaction. Findings from an online survey of 151 postgraduate business students suggest that positive student attitude and digital literacy significantly contribute to self-efficacy. In turn, self-efficacy has positive effects on peer engagement, learning management system (LMS) interaction and convener interaction.
Original languageEnglish
Peer-reviewed scientific journalThe Internet and Higher Education
Volume29
Issue numberApril
Pages (from-to)91-97
Number of pages7
ISSN1096-7516
DOIs
Publication statusPublished - 2016
MoE publication typeA1 Journal article - refereed

Keywords

  • 512 Business and Management
  • Academic interaction
  • Social interaction
  • Learning management system
  • Convener interaction
  • Online survey
  • Structural equation modeling
  • 516 Educational sciences

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