ARTICLE REVIEW

UNPACKING ONLINE LEARNING EXPERIENCES: ONLINE LEARNING

SELF-EFFICACY AND LEARNING SATISFACTION

SHEHNAZ JIWANI
S1907D879251
INDUCTION MODULE, USW-IND-101-14963
EVANGELIA PAPAMIKROULAEA
JANUARY 25, 2020
A review on the following article; 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

The article’s main themes are self-efficacy and online learning satisfaction. Using
multiple regressions Shen et al. (2013) try to prove that there is a correlation
between self-efficacy and online learning satisfaction. The authors define five
complex and linked dimensions that would sway a student’s learning satisfaction
positively or negatively. Demographic variables were also used by the authors for
estimating self-efficacy of students in an online learning environment which in turn
determined their online learning satisfaction. For all intents and purposes students
who maximize on the five dimensions while on the virtual learning environment
with eventually have a heightened learning satisfaction.

According to Shen et all. (2013) self-efficacy is a key component in successful

online learning. In their approach the authors based their study on investigating
self-efficacy in online learning settings. Three variables that are; prior online
experience, gender and academic status were studied and these brought three
different findings. The hypothesis is that the more students experience studying
online, the greater the likelihood that they will have a greater self-efficacy, that
female students have a higher level of self-efficacy, and that undergraduates have
more online experience connecting with their tutors and fellow students, resulting
in a greater self-efficacy. Shen et al. (2013) carried out the study to determine if
students of a greater self-efficacy have the more likelihood of a balanced and
contented online learning experience.

Shen et al. (2013) used the framework for measuring self-efficacy in general online
learning, taking into account students ' natural ability to complete their online study,
the aptitude to socialize with their classmates and interact with academic
purposes, potential to handle tools in a course management system and a flair
for interaction with their tutors. Adapting from Linn’s (2005) research the authors
measured learning capacity with five items on a scale of 1 to 5, where 1 denoted
“strongly disagree” and 5 denoted “strongly agree”. The authors received support
from online instructors who permitted them to conduct the study on their online
courses and encouraged students who accepted to participate in the online survey.
Specific strategies were used to characterize segment variables which affect the
self-efficacy of online learning. Out of all the 406 students (F:M 7:3) from America
only, about 60% were in pursuit of graduate degrees. This shows a gap in the
research carried out since online studies usually comprise of students distributed
globally with different sets of challenges with virtual learning environments.

In their study attempts to react to three concerns, the Shen et al. (2013) were able
to explore the five dimensions of self-efficacy and to provide a robust method for
assessing various aspects of online self-efficacy. Further work is nevertheless
needed to test it with more examples from a variety of online courses and to test its
validity.

In attempting to prove that online self-efficacy proportionally affects learning

satisfaction, Shen et al. (2013) limited their research to only three variables;
gender, academic status and prior online experience and these all showed that the
two themes were interconnected. However, the researcher did not consider certain
factors such as the courses taken by the respondents or their geographical
locations given that the format of online learning be it face to face or shared notes
can impact on learning satisfaction. In addition to this, students from different
geographical locations experience different sets of challenges ranging from
internet bandwidth to time zones.

From my point of view; Shen et al. (2013) were able to successfully capture the
correct dimensions that affect students’ learning satisfaction and proved that online
self-efficacy proportionally affects learning satisfaction, using three variables and
five dimensions. Conversely they could carry out further research on more
variables and dimensions plus they could use a wider spread sample globally to
get a more defined relationship between the two themes.
 REFERENCES

Lin, Y (2005). Understanding students’ technology appropriations and learning

perceptions in online learning environments. (Unpublished doctoral dissertation).
Columbia, MO: University of Missouri

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,pp. 10-17.