RRL
RRL
RRL
concept. This includes the ways in which students perceive their role as a
individual student has about their ability to successfully learn from a course of
study (Shen, Cho, Tsai, & Marra, 2013). As such, self-efficacy is an important
2004). These are important in an online learning environment (Chu, 2010; Chu &
often try to inspire students to take ownership of their own learning experience
since it can increase the depth of student engagement while also reducing the
designing online materials and assessments while also encouraging peer support
(Bandura, 2010; Shen et al., 2013). However, few studies consider the student
associated with a poor attitude (Sadik & Reisman, 2004). Attitudes also inform
particular interest in the present study are student attitudes towards using online
distance learning process. More specifically, the study considers the role of
interactions with the online learning space (or learning management system).
However, other information technology uses are also important. Previous studies
identify email (Webster & Hackley, 1997), social media (Dabbagh & Kitsantas,
vehicles.
A key difficulty facing many teachers lies in creating positive student attitudes.
higher personal investment in learning processes (Bernard et al., 2004; Sadik &
processes with positive attributes such as personal interest and enjoyment are
dismissive, there is littlechance that the student will engage in any learning
process. As earlier studies suggest, there is little actual difference between face-
2009). Therefore, the present study hypothesizes that a positive attitude towards
using ICT for online distance learning is likely to have positive effects on learning
experiences. This is likely to support the student's view that they will succeed in
Three types of online learning behaviors are the subjects of hypotheses three,
four and five respectively. Peer engagement is the subject of hypothesis three.
Peer engagement involves the ways in which students interact with classmates
during the online learning process.1 Peer support can help build and maintain
confidence while also encouraging student resolve. These outcomes are why
Kitsantas, 2012; Koole, McQuilkin, & Ally, 2010; Shen et al., 2013). Social
rapport.
help build confidence while also providing opportunities for interactions beyond
the study context. Academic interaction, on the other hand, involves peer
Indeed, students with this are more likely to share their understanding, to
higher awareness of their learning needs. This awareness may help to focus
engagement.
studies suggest that the ways in which LMSs encourage online communication,
one of a suite of possible avenues for student learning. Recent studies suggest
that students can create their own ‘personal learningenvironments’ that comprise
social media, the LMS, interactions with peers, and the allocation of time and
space for study purposes (Dabbagh & Kitsantas, 2012; Valtonen et al., 2012).
students.
perceived barriers to learning. The goal was to seek out barriers, issues, and
success factors from the students’ perspectives that may affect the learning
demographics of the learner might affect the outcomes of their online learning.
motivation, or experiences based on: (1) gender (e.g., Chen, 1986; Teo & Lim,
2000; Young, 2000); (2) age (e.g., Rekkedal, 1983); (3) ethnicity (e.g., Owens,
1998; Branden & Lambert, 1999; Chen, 1999); (4) ability and confidence with
online learning technology (from “not currently using these technologies” to being
1998; Hara & Kling, 1999); (5) the type of learning institution they attend
to their prior educational level (e.g., Rekkedal, 1983; Sheets, 1992; Mungania,
2003); and
more than the traditional classroom”); (8) number of online courses completed;
(9) number of online courses dropped; (10) likelihood of taking a future online
characteristics.
Literature review
as “the level of confidence that someone has to perform a particular task, activity,
action or challenge” (Alqurashi, 2016, p. 45). If students believe that they cannot
achieve results, they will not make any effort to take the necessary steps to
achieve. However, students with high self-efficacy don’t regard difficult tasks as
obstacles to avoid, but rather as a challenge for developing their skills; this could
enhance learning and performance and lead to higher satisfaction with the
efficacy (Jan, 2015; Kuo et al., 2014; Martin & Tutty, 2008; Martin, Tutty, & Su,
Kuo et al. (2014) found that Internet self-efficacy does not relate to or predict
student satisfaction. Additionally, Tang and Tseng (2013) found that Internet self-
learning outcome). Martin and Tutty (2008) and Martin et al. (2010) found that
management system does not predict student satisfaction (Shen, Cho, Tsai, &
and perceived satisfaction with e-learning systems, Liaw (2008) found that
investigated by many studies. For example, Wu, Tennyson, and Hsia (2010)
found that computer selfefficacy does not significantly affect student satisfaction.
al. (2009) found that computer self-efficacy has no relationship with students’
learning motivation. However, Lim’s (2001) study results showed that computer
relationship with student satisfaction. However, there are other studies that
focused on self-efficacy for learning rather than for technology. For example, a
conducted in a corporate adult training setting found that online self-efficacy was
predictors. Self-efficacy for learning was also investigated by Artino (2007a), who
found a positive and significant relationship between self-efficacy for learning and
interaction a learner has with course content, class instructor, and their peers.
Learner– content interaction (LCI) is the interaction that occurs between student
and the subject matter, and it is a highly individualized process facilitated by the
exchanging information or ideas related to course content. This can occur with or
Bernard, Bures, Borokhovski, & Tamim, 2011; Chen & Chen, 2007; Cho & Kim,
2013; Kuo, Walker, Belland, & Schroder, 2013; Kuo et al., 2014). This is mainly
because of the essential role interaction plays in online formal education, and
also because interaction was mostly absent during the early stages of distance
reviewed 74 studies on distance education and found that the three types of
interaction (LLI, LII, and LCI) are positively related to achievement outcomes.
and instruction are designed and implemented well. It is about quality interaction,
not quantity.
Berge, Z. L. (1995). Facilitating computer conferencing: Recommendations from
the field. Educational Technology, 35(1), 22–30. Berge, Z. L., & Mrozowski, S.
of Distance Education, 15(3), 5–19. Branden, J. B., & Lambert, J. (1999). Cultural