{"id":130583,"date":"2022-10-20T00:00:00","date_gmt":"2022-10-20T00:00:00","guid":{"rendered":"https:\/\/nursingstudybay.com\/2022\/10\/20\/abimbola-olulana_article-review_updated-essay\/"},"modified":"2022-10-20T00:00:00","modified_gmt":"2022-10-20T00:00:00","slug":"abimbola-olulana_article-review_updated-essay","status":"publish","type":"post","link":"https:\/\/www.studyproessays.com\/help\/abimbola-olulana_article-review_updated-essay\/","title":{"rendered":"Abimbola Olulana_Article Review_updated Essay"},"content":{"rendered":"
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Article ReviewUnpacking online learning experiences: Online learning self-efficacy and learning satisfactionName: Abimbola OlulanaReg. No: 74109088Course name \/ code: MBA V2 \u2013 USW-IND-101Tutor\u2019s name: Lyda EleftheriouDate: 08\/03\/2019This is an article review by Shen et al (2013) titled \u2013 Unpacking online learning experiences: Online learning self-efficacy and learning satisfaction, Internet and Higher Education, 19, pp. 10\u203317.Deviating from the characteristic previous approaches in extricating the dynamics of self-efficacy \u201d which before now have been somewhat limited in scope, the researchers in this study raise the bar in their efforts to analyze the complexities of self efficacy in online scenarios and its influence on learning fulfilment in students taking online learning programs.<\/p>\n

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The researchers applied exploratory factor analysis to recognize five unique expressions of learning self \u2013 efficacy in virtual settings. Carrying out a blend of descriptive statistics in addition to using multiple regression analysis to posit five aspects of self efficacy in virtual learning environments. Also, whether the same posited aspects will have any impact on virtual learning satisfaction.<\/p>\n

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Probably inspired by works by Artino (2008) and Womble (2008) who both found a positive causative association of increased self-efficacy for virtual learning, and higher probability of experiencing an increment in education satisfaction. 181800523989Towing the path of previous works by Artino (2008) and Womble (2008) who both found a positive correlation with increased self \u2013 efficacy for virtual learning and higher levels of achievement of educational fulfilment. Additionally, prior research works such as that of Cho and Jonassen (2009) identified various facets of virtual self \u2013 efficacy which which include self-efficacy to relate with instructors and self \u2013 efficacy to participate meaningfully in the online community. Inclusively, Artino and Stephens in their (2009) study indicated that people with more online learning experience tended to enroll for additional courses online. They also demonstrated increase degrees of task value beliefs and proved that postgrad students proved to have higher levels of critical thinking abilities when compared with undergrads. These prior researches might have largely inspired the authors to apply the exploratory factor analysis methodology to measure the following five facets of virtual learning self \u2013 efficacy namely: (a) *self \u2013 efficacy to complete a virtual learning program, (b) *self \u2013 efficacy to relate well with course-mates, (c) *self \u2013 efficacy to efficiently manage course management system (CMS) tools; (d) *self \u2013 efficacy to relate successfully with instructors while attending a virtual learning course and (e). *self-efficacy to interface well with classmates for academic purposes Shen et al (2013 p.10). The authors of the study go on to evaluate the effects of three secondary variables regarding self \u2013 efficacy namely: a. previous virtual learning experience, (b) *educational status and (c) *gender. These demographic variables were to ideas postulated from prior related studies of fletcher (2005) who posited that being earlier involved in virtual learning situations and gender status does have a significant influence on virtual learning self \u2013 efficacy\u201d. Although, similar studies done by Artino and Stephens (2009), did not find any self \u2013 efficacy differences between undergrads and graduates\u201d. This study evaluated virtual learning students with varied experiential and biological demographics to identify the implication of the three posited demographic variables on virtual learning self \u2013 efficacy. Outcomes of the research showed that jointly, all three factors influenced student\u2019s ability to complete their online virtual courses, it also effected their ability to interact with other course mates for academic reasons, it enhanced their abilities to manage CMS tools and facilitated better interactions between them and their instructors in a virtual educational setting. But in the aspect of interacting communally with classmates, no causative influence was established between the demographic factors and participant\u2019s self \u2013 efficacy. Other study outcomes are as follows: former experience in participating in an online learning program and gender significantly influences self \u2013 efficacy to conclude a virtual learning program. Gender by itself showed to significantly influence the ability of students to engage instructors better in an online program, while educational status and gender significantly affected student\u2019s confidence to efficiently manage CMS tools. Gender plus previous virtual learning experience combined also influenced respondents to better interface with other course mates for academic purposes. Interestingly, the three variables did not significantly influence student\u2019s self \u2013 efficacy versus their patterns in how they socially relate with other class mates in generally relating with classmates of a social basisShen et al (2013).Capping off, the authors of the study discovered a causative relationship between self \u2013 efficacy on virtual learning fulfilment for the self \u2013 efficacy variables combined. However, in isolation, self \u2013 efficacy to efficiently manage tools relating to CMS did not have any significant impact on virtual learning satisfaction. Summarily the authors conclude that there are five key expressions of virtual self \u2013 efficacy and emphasize causative links that self \u2013 efficacy induces the likelihood of students completing a virtual learning program; and positively improving their likelihood to experience fulfilment in the course of their virtual learning program. Finally, Shen et al. (2013), discovered a causative relationship between self-efficacy on online learning fulfilment for all self-efficacy variables combined. But in isolation, self-efficacy to handle tools in a CMS failed to impact online learning satisfaction.\u201d177277999695This research is usefully sets the tone for more holistic approach and directs future research in exploring the multidimensional nature of self \u2013 efficacy. The study also goes to postulate that if extra influences such as gender and self \u2013 efficacy ideals can be properly managed, online satisfaction and ability to complete virtual learning courses can be improved among students. My personal take is \u2013 the manner of research approach, the detail, and outcomes of this research appear largely convincing. Their attempt to undertake beyond previous research frontiers to explore multi-dimensionality of online self-efficacy is laudable. The major shortcomings of the study may be that the inadequacy of respondents\u2019 sample size and a possible error in clearly distinguishing self-regulation and self \u2013 efficacy in their project ( help with nursing paper writing from experts with MSN & DNP degrees) design. As stated by the authors, Future researchers should restate each item to particularly measure self-regulation bit of self-efficacy\u2019 Shen et al. (2013 p.16).\u201dReferences (Harvard)Artino, A. R. (2008), Motivational beliefs and perceptions of instructional quality: Predicting satisfaction with online training\u2019, Journal of Computer Helped Learning, 24, 260\u2033270.Artino, A. R., & Stephens, J. M. (2009) Academic motivation and self-regulation: A comparative analysis of undergraduate and graduate students learning online\u2019, Internet and Higher Education, 12(3\u20334), 146\u2033151.Cho, M. -H., & Jonassen, D. (2009) Development of the human interaction dimension of the Self-Regulated Learning Questionnaire in asynchronous online learning environments\u2019, Educational Psychology, 29, 117\u2033138.Fletcher, K. M. (2005) Self-efficacy as an Assessment measure for programs in support of online learning literacies for undergraduates\u2019, Internet and Higher Education, 8, 307\u2033322.Shen, D., Cho, M., Tsai, C. and Marra, R. (2013) Unpacking online learning experiences: Online learning self-efficacy and learning satisfaction\u2019, Internet and Higher Education, 19, pp. 10\u203317. Elsevier [Online]. Available at: (Accessed: 25 February 2019).Womble, J. (2008) E-learning: The relationship among learner satisfaction, self-efficacy, and usefulness\u2019, The Business Review, 10(1), 182\u2033188.<\/p>\n<\/article>\n","protected":false},"excerpt":{"rendered":"

Article ReviewUnpacking online learning experiences: Online learning self-efficacy and learning satisfactionName: Abimbola OlulanaReg. No: 74109088Course name \/ code: MBA V2 \u2013 USW-IND-101Tutor\u2019s name: Lyda EleftheriouDate:\u2026<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[8827,10099,10540,10536,10892,10538,10539,10537,10891],"tags":[10549,10616,10615,7687,10627,8857,10552,10295,10548,10622,8907],"class_list":["post-130583","post","type-post","status-publish","format-standard","hentry","category-australia-essays","category-buy-essay","category-cheap-essay-writers","category-get-assignments-done","category-page-paper","category-phd-essay-writers","category-research-paper-writing-service-for-any-topic","category-study-bay-essay","category-write-my-assignment-ireland","tag-ai-plagiarism-free-essay-writing-tool","tag-australian-best-tutors","tag-best-trans-tutors","tag-buy-essay-uk","tag-cheap-dissertation-writer","tag-help-with-writing-an-essay","tag-help-write-my-paper-ai-free","tag-homework-for-you","tag-online-essay-writers","tag-phd-essays","tag-write-my-essay-for-me"],"_links":{"self":[{"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/posts\/130583","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/comments?post=130583"}],"version-history":[{"count":0,"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/posts\/130583\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/media?parent=130583"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/categories?post=130583"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/tags?post=130583"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}