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Self-efficacy as an evaluation measure for programs in support of online learning literacies for undergraduates

机译：自我效能作为支持本科生在线学习素养课程的评估手段

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This study evaluated an intervention for building undergraduates' technological literacies for higher education in support of use of the learning management system and desktop applications. Self-efficacy scores between a control group and a treatment group were compared. Relationships between scores and demographic/experiential variables were also analyzed. The study failed to find (with limited strengths) significant differences between control and treatment. Differences between exempted and control students were found. Relationships between age, gender, and experience with online learning were rejected; however a relationship between experience with computers and scores was not rejected. For treatment learners, mastery experience and physical/emotional response to task performance were stronger self-efficacy sources than were verbal persuasion and vicarious experience. Results indicated that design might be improved by increasing sources of verbal persuasion and vicarious experience. The study also highlighted a need to monitor students' diverse backgrounds with technology.
机译：这项研究评估了一项干预措施，以建立大学的高等教育技术素养，以支持学习管理系统和桌面应用程序的使用。比较对照组和治疗组之间的自我效能得分。还分析了分数与人口/经验变量之间的关系。该研究未能发现（强度有限）对照与治疗之间的显着差异。发现了豁免学生和对照学生之间的差异。年龄，性别和在线学习经验之间的关系被拒绝；但是，计算机经验和分数之间的关系并没有被拒绝。对于治疗学习者来说，精通经验和对任务绩效的身体/情绪反应是比口头说服和替代经验更强的自我效能感来源。结果表明，可以通过增加言语说服力和替代经验来改进设计。这项研究还强调了有必要用技术监测学生的不同背景。

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