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Unpacking online Learning Experience; online Self-Efficacy and Learning Satisfaction

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Article Review

“Unpacking online learning experience; Online Self-efficacy and learning satisfaction”

Lerona C. Jean-Alcindor

R1808D6003613

Induction Module (UU-MSC-IND100-ZM)

Georgina Michael

18th January, 2019

Review on an article written by Shen D., Cho M., Tsai C., and Marra R., (2013). “Unpacking online learning experiences: Online Self-efficacy and learning satisfaction, Internet and Higher Education. 19 10 – 17.”  This research seeks to examine the importance of self-efficacy in online learning environments.  Three research questions were examined. What are the dimensions of online learning self-efficacy? What variables are related to students’ online learning self-efficacy? To what extent is self-efficacy related to students’ online learning satisfaction?” (Shen D. et. al., 2013)

The article explores correlation between self-efficacy, learning satisfaction and online learning.  The article unlocked information that can be very useful to students who hope to pursue higher education through online learning (Shen D. et. al., 2013). Technology, social interaction learning are three areas that should be consider when looking at online self-efficacy (Shen D. et. al., 2013). While the article had great potential, I believe that a wider area should have been surveyed instead of just the two schools within the same area. If the survey covered a wider area or was conducted in other geographical areas, then the results would have been even more significant and allowed for a better correlation.

   

The researchers tested their hypothesis with using a survey carried out online.  The statistics collected were draw from two universities in the Midwestern US.  The contributors used in this study were students who furthered their education through online courses (Shen D. et. al., 2013). Shen D. et. al., (2013) placed their research instrument via a message for the contributors to access.  The information gathered was conducted ethically as it was approved by IRB (Shen D. et. al., 2013).  Seventy-four point one (74.1%) females and Twenty-five point six (25.6%) males of various race partook in the survey totaling Four hundred and six (406) students (Shen D. et. al., 2013). Shen D. et. al., (2013) used two instruments; one recognized the magnitudes of online learning self-efficacy while the other measured online learning satisfaction.

The article made no mention of any problems or limitations that were encountered during the time of the research. However, consequences for online teaching by Shen D. et. al., (2013) revealed, self-efficacy when completing online courses, self-efficacy when collaborating socially with peers, self-efficacy when using CMS tools, self-efficacy to collaborate with instructors in an online course and self-efficacy to cooperate with peers for academic purposes. Shen D. et al. (2013) believes that students who lack self-efficacy when is comes to online learning would need all the support that they need as they partake in learning activities.  Online educators can show support by encouraging students to interact socially and by providing opportunities to students especially students with less online learning experience (Shen D. et al., 2013).

Shen D. et. al., (2013) reported that, Self-efficacy when using CMS tools is important for new online learners and online educators should show as much support in this area as well (Cho, 2012)”.  In the research, Shen D. et. al., (2013), also discovered that online educators would have to make a significant effort to support male students as more female students show higher self-efficacy than male students Shen D. et. al., (2013). Based on the analysis of the article I believe the claims are accurate because of the research undertaken by the authors.

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