Predictors of web-student performance: the role of self-efficacy and reasons for taking an on-line class

摘要

This study investigated college students’ personal choices for taking web-based courses and whether their self-efficacy for the course content and technological components would predict their performance in on-line sections of a class. Students (n=122) who enrolled because they enjoyed web-based learning environments or were curious about web courses had higher self-efficacy and better class performance than students who enrolled solely because of course availability. Data are also presented regarding the relationships between self-efficacy, on-line course activity, and the formation of cyber-learning communities. These results are discussed with regard to their implications for educational research and applications for web-based instruction.