E-learning interactions, information technology self efficacy and student achievement at the University of Sharjah, UAE
AbstractThe purpose for this study is to validate a model of student interactions (student-content, student-instructor and student-student interactions and vicarious interaction), information technology self efficacy and student achievement. Investigation of the relationships was undertaken with structural equation modeling analyses, in a study with 250 undergraduate students providing 231 responses for the final analyses. Adopting a framework from Moore (1989) and Devries (1996) on e-learning interactions and Bandura (1997) on self efficacy, this study has found that student interactions can be predictors of student achievement. However, self-efficacy can only promote student achievement via student interactions in an e-learning environment. Although the hypothesised model showed an overall fit, it was further re-specified due to non significant relationships between IT self efficacy and student achievement.
How to Cite
Articles published in the Australasian Journal of Educational Technology (AJET) are available under Creative Commons Attribution Non-Commercial No Derivatives Licence (CC BY-NC-ND 4.0). Authors retain copyright in their work and grant AJET right of first publication under CC BY-NC-ND 4.0.
This copyright notice applies to articles published in AJET volumes 36 onwards. Please read about the copyright notices for previous volumes under Journal History.