Self-Efficacy and the Interaction Model as Predictors of Student Satisfaction and Perceived Learning in Online Learning Environments

This study aimed to explore the relationship between four predictor variables (online learning self-efficacy, learner-content interaction, learner-instructor interaction, and learner-learner interaction) and student satisfaction and perceived learning. The purpose of this study was to investigate the extent to which the four variables are predictive of student satisfaction and perceived learning. A total of 167 students completed the survey; the survey assessed self-efficacy for completing an online course, interaction with the content, interaction with the course instructor, interaction with other students, student satisfaction, and perceived learning within an online learning environment. The independent variables were self-efficacy, learner-content interaction, learner-instructor interaction, and learner-learner interaction. The dependent variables were student satisfaction and perceived learning. Results show that the model with the three predictor variables of interaction (learner-content interaction, learner-instructor interaction, and learner-learner interaction) significantly predicts student satisfaction and perceived learning. Self-efficacy explains 3.5% of student satisfaction and 6.5% of perceived learning above and beyond what is already explained by the other three predictor variables of interaction. The overall model with the four independent variables of interaction (self-efficacy, learner-content interaction, learner-instructor interaction, and learner-learner interaction) significantly predicts student satisfaction and perceived learning. Learner-content interaction was the strongest and most significant predictor of student satisfaction, where self-efficacy was the strongest and most significant predictor of perceived learning. It was found that learner-learner interaction played the least significant role in predicting both student satisfaction and perceived learning within online learning environments

Self-Efficacy In Online Learning Environments: A Literature Review

The purpose of this paper was to examine the relationship between self-efficacy and online learning environments. Self-efficacy refers to “beliefs in one’s capabilities to organize and execute the courses of action required to produce given attainments” (Bandura, 1997, p. 3). This paper reviews studies on self-efficacy in online learning environments from 1997 to 2015. Three main categories were discussed: computer self-efficacy, Internet and information-seeking self-efficacy and LMS (Learning Management Systems) self-efficacy. Possible areas of research on self-efficacy in online learning environments were suggested.