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Efficacy enhancing communication wit...

Kasitz, Christine M.

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Efficacy enhancing communication within the online courseroom.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Efficacy enhancing communication within the online courseroom./
Author:	Kasitz, Christine M.
Description:	122 p.
Notes:	Source: Dissertation Abstracts International, Volume: 74-11(E), Section: A.
Contained By:	Dissertation Abstracts International74-11A(E).
Subject:	Education, Instructional Design. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3568648
ISBN:	9781303232961

Efficacy enhancing communication within the online courseroom.
Kasitz, Christine M.

Efficacy enhancing communication within the online courseroom. - 122 p.

Source: Dissertation Abstracts International, Volume: 74-11(E), Section: A.

Thesis (Ph.D.)--Capella University, 2013.

Online learning is becoming more prevalent in high schools especially with at-risk students who may need to recover credits to meet graduation requirements. The purpose of this study was to examine the effects of an online courseroom design that delivers performance-based efficacy enhancing feedback at regular intervals, rather than relying on the instructor to deliver such communication, on at-risk students' self-efficacy and academic achievement in online courses in an alternate educational setting. A quasiexperimental, repeated measures, matched subjects study was utilized at a single research site with at-risk high school students who were enrolled in one or more online courses. Self-efficacy data was collected using pre- and postintervention survey instruments. The self-efficacy data along with course grades were analyzed using an analysis of covariance and a proportional odds model. No evidence was found that the delivery of automatically generated, personalized efficacy enhancing messages resulted in an increase in self-efficacy or academic achievement. There exists a correlation between pre- and postintervention self-efficacy scores. The findings also indicate a correlation between initial self-efficacy score and earning a final grade in the course. The qualitative data suggests that students desire detailed, personalized explanations to problems and that lack of access to computers and/or Internet prevents students from accessing digital curriculum.

ISBN: 9781303232961Subjects--Topical Terms:

1669073
Education, Instructional Design.

Efficacy enhancing communication within the online courseroom.
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245 1 0 $a Efficacy enhancing communication within the online courseroom.
300 $a 122 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-11(E), Section: A.
500 $a Adviser: David Klein.
502 $a Thesis (Ph.D.)--Capella University, 2013.
520 $a Online learning is becoming more prevalent in high schools especially with at-risk students who may need to recover credits to meet graduation requirements. The purpose of this study was to examine the effects of an online courseroom design that delivers performance-based efficacy enhancing feedback at regular intervals, rather than relying on the instructor to deliver such communication, on at-risk students' self-efficacy and academic achievement in online courses in an alternate educational setting. A quasiexperimental, repeated measures, matched subjects study was utilized at a single research site with at-risk high school students who were enrolled in one or more online courses. Self-efficacy data was collected using pre- and postintervention survey instruments. The self-efficacy data along with course grades were analyzed using an analysis of covariance and a proportional odds model. No evidence was found that the delivery of automatically generated, personalized efficacy enhancing messages resulted in an increase in self-efficacy or academic achievement. There exists a correlation between pre- and postintervention self-efficacy scores. The findings also indicate a correlation between initial self-efficacy score and earning a final grade in the course. The qualitative data suggests that students desire detailed, personalized explanations to problems and that lack of access to computers and/or Internet prevents students from accessing digital curriculum.
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