Document Type
Article
Publication Date
9-2019
DOI
10.24059/olj.v23i3.1437
Publication Title
Online Learning
Volume
23
Issue
3
Pages
161-187
Abstract
Past research suggests that the use of an online learning orientation is an effective proactive strategy to ease online students' transition into online learning. Based on a sample of 3,888 online students from an urban public university, we used ordinal logistic regression to understand the influence of students' satisfaction with an online learning orientation (OLO), their prior level of online learning experience, and their demographics on their academic self-efficacy (ASE). Consistent with prior research, our findings confirmed the influence of students' satisfaction with OLO, their prior online learning experience, and their gender on their ASE. Unsatisfied students were 85% less likely than satisfied students to express a high level of self-efficacy. In contrast, students' age and enrollment status proved not to be significant. Overall, our findings provide strong evidence about how the use of an OLO as proactive support strategy can boost online students' academic self-efficacy.
Original Publication Citation
Abdous, M. (2019). Well begun is half done: Using online orientation to foster online students' academic self-efficacy. Online Learning, 23(3), 161-187. doi:10.24059/olj.v23i3.1437
Repository Citation
Abdous, M'hammed, "Well Begun is Half Done: Using Online Orientation to Foster Online Students' Academic Self-Efficacy" (2019). Distance Learning Faculty & Staff Publications. 9.
https://digitalcommons.odu.edu/distancelearning_pubs/9
ORCID
0000-0003-4577-5013 (Abdous)
Included in
Educational Assessment, Evaluation, and Research Commons, Higher Education Commons, Online and Distance Education Commons
Comments
The Online Learning Journal (OLJ) is an open, peer-reviewed, quarterly journal.