Effects of Basic Computer Training on the Self-Efficacy of Adult Learner’s Utilization of Online Learning

Introduction

The purpose of this chapter is to develop a theoretical framework for studying the effects of computer self-efficacy and applying these results to online learning. There is evidence to suggest that computer training can be a significant factor in improved computer self-efficacy (Loboda, 2002; Karsten & Roth, 1998; Smith, 1994; Torkzadeh & Koufteros, 1994). Self-efficacy is the belief that one is capable of performing in a certain manner to attain certain goals (Ormrod, 2006). Psychologist Albert Bandura proposed the theory of self-efficacy to help explain how we approach goals, tasks, and challenges (Bandura, 1977). In other words, Bandura says that if you have high self-efficacy toward a task you are more likely to make more of an effort, and persist longer than those of a low self-efficacy (Bandura, 2001). Improving computer self-efficacy could help students perform better in online coursework.

As instructors strive to improve their efficiency and effectiveness, a possible instructional link has important implications for course design and the instructional development of basic computer training (Loboda, 2002). She further suggested that many adult learning programs require that students take a basic computer course that includes online instruction as a prerequisite to their program of studies. These courses are intended to provide learners with basic computer competencies necessary for their academic and professional work (Petty, 1999). At issue is whether these prerequisite courses have value in improving adult learners online course performance (Loboda, 2002).

Bandura (2001) introduced the theory of self-efficacy that the social changes or the agentic perspective from individuals’ self-development, adaptation, and self-renewal was a core feature of metacognitive ability of self-efficacy. He argued that rapid informational and technological advances in education place a premium on personal efficacy for academic achievements (Bandura, 2001). He further added that with the rapid technological changes we are experiencing in education, much of the knowledge we gain and technical skills we develop become quickly obsolete. Today information communication technologies provide innumerable educational opportunities. Unfortunately with these wonderful technologies are the dangers of failures and students need to be confident in their capabilities to control their own learning (Petty, Lim, & Zulauf, 2007). Persistent and self-confident learners are more likely to succeed in the academic life (Loboda, 2002).

As has been pointed out by many scholars the utilization of online instruction is becoming a common instructional method in adult education (Barnard, 1997; De-Verneil & Berge, 2000; Driscoll, 1999; Hill, 2000; Khan, 1997; Kirschner & Paas, 2001; Loboda, 2002; Molenda & Sullivan, 2000; Owston, 1997; Petty, 1999; Petty, Lim, & Zulauf, 2007; Worley, 2000). There has been a similar growth in the use of online in business and industry as well (Petty, Lim, & Zulauf, 2007). Many corporations, government agencies, and training organizations increasingly introduce online courses in their instruction delivery systems (McCarthy, 2002).