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Online instruction self-efficacy bel...

Carter, Carol.

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Online instruction self-efficacy beliefs among college students who utilized Web-enhanced instruction.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Online instruction self-efficacy beliefs among college students who utilized Web-enhanced instruction./
作者:	Carter, Carol.
面頁冊數:	120 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-04, Section: A, page: 1329.
Contained By:	Dissertation Abstracts International65-04A.
標題:	Education, Technology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3130150
ISBN:	0496774036

Online instruction self-efficacy beliefs among college students who utilized Web-enhanced instruction.
Carter, Carol.

Online instruction self-efficacy beliefs among college students who utilized Web-enhanced instruction. - 120 p.

Source: Dissertation Abstracts International, Volume: 65-04, Section: A, page: 1329.

Thesis (Ph.D.)--The University of Tennessee, 2004.

The main purpose of the study was to investigate online instruction self-efficacy beliefs among college students and the demographic influences of gender, classification rank, age, academic major, computer access, computer experience, online instruction experience, Internet experience and the use of an online learning system.

ISBN: 0496774036Subjects--Topical Terms:

1017498
Education, Technology.

Online instruction self-efficacy beliefs among college students who utilized Web-enhanced instruction.
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245 1 0 $a Online instruction self-efficacy beliefs among college students who utilized Web-enhanced instruction.
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500 $a Source: Dissertation Abstracts International, Volume: 65-04, Section: A, page: 1329.
500 $a Major Professor: Gregory Petty.
502 $a Thesis (Ph.D.)--The University of Tennessee, 2004.
520 $a The main purpose of the study was to investigate online instruction self-efficacy beliefs among college students and the demographic influences of gender, classification rank, age, academic major, computer access, computer experience, online instruction experience, Internet experience and the use of an online learning system.
520 $a The population of approximately 1000 students enrolled at Maryville College during Fall 2003 and Spring 2004 semesters was used to conduct the study. Students were asked to complete the Tennessee Online Instruction Scale (TOIS), which consisted of items related to forty online instruction tasks and background information.
520 $a Findings revealed that online instruction self-efficacy beliefs of students were not significantly different for academic major and classification rank. However, computer experience was significant for online instruction self-efficacy beliefs. As a result, students with more computer experience developed a higher self-efficacy and those with less computer experience had lower self-efficacy beliefs. Self-efficacy beliefs were also found to be higher for students who experience more online instruction, using the Internet and an online learning system when compared to students who had less experience in online instruction, the Internet and an online learning system.
520 $a These findings have implications for instructional technologists, educators and designers who are primarily responsible for developing online instructional technology courses. Future research should consider the investigation of online instruction self-efficacy beliefs among a diverse population reflecting various academic majors, age, and classification rank.
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