self-efficacy & lifelong learning

1. Self-efficacy and lifelong
learning
GDIT 711 Distance learning global leadership seminar
Emtinan Alqurashi
March 2015

2.  Lifelong,
 Lifewide,
 Voluntary and self-motivated
Department of Education and Science, D. (Ireland).
(2000).
Lifelong learning

3.  Mental barriers
 Financial barriers
 Learning design barriers
 Information barriers
(Laal, 2011, p.614)
Barriers to lifelong learning

4. https://www.youtube.com/watch?v=OPzwbbaWmQs
YouTube video

5. Lifelong learning
“What people think, believe, and feel affects how they behave”
(Bandura, 1986, p. 25).

8.  Learn the Arabic language independently in a web-
based environment
 In a scale from 0% to 100%, rate your confidence of
your ability to read, write, say 30 phrases.
 Five weeks
 Three weeks
 One week
The use of technologies in lifelong
learning

9. Results

10. Where does self-efficacy come from?
Bandura, (1997)
 Mastery Experiences
 Vicarious Experiences
 Verbal Persuasions
 Emotional States
Bates, & Khasawheh, (2007)
 Previous success in online learning
 Pre-course training
 N/A
 Instructor Feedback
 Online learning anxiety

11.  Self-efficacy of online learners and motivation (Xiao, 2012)
 Self-efficacy of online learners, satisfaction and academic
achievement (Joo, Lim & Kim, 2013)
 Self-efficacy in online learning and students satisfaction
(Kuo et al., 2014); (Puzziferro, 2008); (Lim, 2001);
(Lin, Lin, and Laffey, 2008); (Artino, 2008)
What are the results of self-efficacy
research in online learning?

12.  British Council Learn English
 YouTube link:
 https://www.youtube.com/watch?v=MX-PellL00s
 Website link:
 http://learnenglishkids.britishcouncil.org/en
E-learning and lifelong learning

13.  Artino, A. (2008). Motivational beliefs and perceptions of instructional quality: predicting satisfaction with online training. Journal
Of Computer Assisted Learning, 24(3), 260-270. doi:10.1111/j.1365-2729.2007.00258.x
 Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
 Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman.
 Bates, R., & Khasawneh, S. (2007). Self-efficacy and college students’ perceptions and use of online learning systems. Computers In
Human Behavior,23175-191. doi:10.1016/j.chb.2004.04.004
 Department of Education and Science, D. (. (Ireland). (2000). Learning for Life: White Paper on Adult Education. Retrieved from
http://files.eric.ed.gov/fulltext/ED471201.pdf
 Joo, Y. J., Lim, K. Y., & Kim, J. (2013). Locus of Control, Self-Efficacy, and Task Value as Predictors of Learning Outcome in an Online
University Context. Computers & Education, 62149-158.
 Kuo, Y., Walker, A. E., Schroder, K. E., & Belland, B. R. (2014). Interaction, Internet self-efficacy, and self-regulated learning as
predictors of student satisfaction in online education courses. The Internet And Higher Education, 20, 35-50.
doi:10.1016/j.iheduc.2013.10.001
 Laal, M. (2011). Barriers to lifelong learning. Procedia - Social And Behavioral Sciences, 28(World Conference on Educational
Technology Researches - 2011), 612-615. doi:10.1016/j.sbspro.2011.11.116
 Lim, C. K. (2001). Computer self-efficacy, academic self-concept, and other predictors of satisfaction and future participation of
adult distance learners. The American Journal of Distance Education, 15(2), 41–50.
 Lin, Y. M., Lin, G., & Laffey, J. (2008). Building a social and motivational framework for understanding satisfaction in online
learning. Journal of Educational Computing Research, 38(1), 1–27.
 Martin, F. & Tutty, J. (2008).Learning Management System Self-Efficacy of Online and Hybrid Learners using LMS self-efficacy
scale. Proceeding of the UNC Teaching and Learning with Technology Conference, Raleigh, NC
 Puzziferro, M. (2008). Online Technologies Self-Efficacy and Self-Regulated Learning as Predictors of Final Grade and Satisfaction
in College-Level Online Courses. American Journal Of Distance Education, 22(2), 72-89.
 Xiao, J. (2012). Successful and Unsuccessful Distance Language Learners: An "Affective" Perspective. Open Learning, 27(2), 121-136.
References