Article Review

Priya Chutoorgoon R1903D8121696

Induction Module: UU Msc-IND100-ZM
Georgia Savva
24 May 2019

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This is a review of the following article: Shen D., Cho MH., Tsai C-L. and
Marra R. (2013) ‘Unpacking online learning experiences: Online learning
self-efficacy and learning satisfaction’ Internet and Higher Education. 19
10-17.

The core of the subject matter discussed in this article is the multi-
dimensional aspect of self-efficacy. As compared to other research on
online-learning self-efficacy, this research is not limited to computer
self-efficacy only. Variables such as demographic components and
academic background of students have been used during the data
collection for the findings on the different dimensions of self-efficacy.
The outcome and implication of online teaching and learning processes
are also included.

According to Bandura (1986,p.391), self-efficacy is the capability of an

individual to judge and to achieve a targeted objective by adopting the
appropriate course of action. While conducting the research, three
differing questions in relation to the scopes and variables of online
learning self-efficacy; and the link between self-efficacy and the
satisfaction of the students’ online learning, were used by the authors of
this article.

Following to a research conducted on 45 community college student, Mc

Ghee (2010) concluded that there is an important link between online
technological self-efficacy and the achievement of the students.
Considering that technological self-efficacy for online learning and
student satisfaction is important, the authors should have taken into
consideration the computer self –efficacy as a component on which
further research could have been conducted to reach to an outcome on
self-efficacy and the students’ satisfaction. In addition, the authors
should have considered a larger sample for different online courses. By
limiting to only one online course for this study, the conclusion amounts
to be restrictive for the global assessment of self-efficacy for online
learning.

According to the finding, which is based on the data retrieved and

examined, the authors concluded that self-regulation is not distinct from
self-efficacy. In addition, the findings reflect that there are three
variables namely, gender; online experience and academic background,

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which have a key role in self-efficacy. As compared to male students,
female students are more apt to have more self-efficacy and are pro-
active in terms of participation in an online learning system. Similarly,
students having prior online learning experience achieve the completion
of their course. With respect to academic background, no linkage could
be established to the self-efficacy.

Learning satisfaction is significant to successful online learning outcome.

The study also includes the consequences for online teaching. The
students consider apposite support from the online instructor as being a
motivational factor for the achievement of online learning. By the use of
a virtual classroom, a dynamic interaction between students is essential.
Interaction is one of the dimensions of self-efficacy, which leads to attain
success in an online learning system. Considering the platform of the
study being virtual, it is appropriate to implement an orientation
programme on CMS to enhance the self-efficacy of the student.

The findings of the authors’ research confirm that self-efficacy is of

multi-dimensional nature. While, the authors of this study concluded
that self-efficacy consists of five dimensions; the study further
elaborated that researchers should take into account the various aspects
of online self-efficacy.

The variables used for this research consists of demographic element

and a group of students enrolled for an online course. By examining the
data received during the study, the result obtained depicts the
multidimensional nature of the self-efficacy. According to the authors,
the results obtained is reliable, however, they are of the view that a
larger sample data should be collected for a different online courses to
achieve a better outcome to ascertain the various dimensions of self-
efficacy.

I am of opinion that this article has brought parts of its contribution to

the assessment of the multidimensional nature of self-efficacy.
However, this result is subject to only one category of students given
that only one online course was conducted. In order to have an integral
and broaden findings on the various dimension of self-efficacy, it is
necessary that a larger group of student having enrolled for different
online courses be considered for a proper evaluation.

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 References

Bandura, A, (1986). Social foundations of thought and action. Englewood Cliffs,

NJ: Prentice-Hall.

Mc Ghee, R.M.H (2010). Asynchronous interaction, online technologies self-

efficacy and self- regulation learning as predictors of academic achievement in

an online class. (Doctoral dissertation). Baton Rouge, LA: Southern University

and Agricultural and Mechanical College.

Shen,D., Cho, M-H., Tsai,C-L., and Marra, R. (2013). Unpacking online learning

experiences: Online learning self-efficacy and learning satisfaction. Internet

and Higher Education, 19,10-17. doi: 10.1016/j.iheduc.2013.04.001

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