E-learning interactions, information technology self efficacy and student achievement at the University of Sharjah, UAE

  • Enas Said Abulibdeh Al Ain University of Science and Technology
  • Sharifah Sariah Syed Hassan International Islamic University

Abstract

The 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.

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Author Biography

Enas Said Abulibdeh, Al Ain University of Science and Technology
Assistant Professor, College of Education, Al Ain University of Science and Technology
Published
2011-09-29
How to Cite
Abulibdeh, E. S., & Syed Hassan, S. S. (2011). E-learning interactions, information technology self efficacy and student achievement at the University of Sharjah, UAE. Australasian Journal of Educational Technology, 27(6). https://doi.org/10.14742/ajet.926