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

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...

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Main Authors:	Abulibdeh, Enas Said, Syed Hassan, Sharifah Sariah
Format:	Article
Language:	English
Published:	Australian Society for Educational Technology 2011
Subjects:	LC65 Social aspects of education LC8 Forms of education LG Individual institutions (Asia. Africa) T58.5 Information technology
Online Access:	http://irep.iium.edu.my/8154/ http://irep.iium.edu.my/8154/ http://irep.iium.edu.my/8154/1/abulibdeh.pdf

id	iium-8154
recordtype	eprints
spelling	iium-81542011-11-28T15:10:40Z http://irep.iium.edu.my/8154/ E-learning interactions, information technology self efficacy and student achievement at the University of Sharjah, UAE Abulibdeh, Enas Said Syed Hassan, Sharifah Sariah LC65 Social aspects of education LC8 Forms of education LG Individual institutions (Asia. Africa) T58.5 Information technology 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. (Contains 1 figure and 6 tables.) Australian Society for Educational Technology 2011 Article PeerReviewed application/pdf en http://irep.iium.edu.my/8154/1/abulibdeh.pdf Abulibdeh, Enas Said and Syed Hassan, Sharifah Sariah (2011) E-learning interactions, information technology self efficacy and student achievement at the University of Sharjah, UAE. Australasian Journal of Educational Technology, 27 (6). pp. 1014-1025. ISSN 14495554 http://www.ascilite.org.au/ajet/about/about.html
repository_type	Digital Repository
institution_category	Local University
institution	International Islamic University Malaysia
building	IIUM Repository
collection	Online Access
language	English
topic	LC65 Social aspects of education LC8 Forms of education LG Individual institutions (Asia. Africa) T58.5 Information technology
spellingShingle	LC65 Social aspects of education LC8 Forms of education LG Individual institutions (Asia. Africa) T58.5 Information technology Abulibdeh, Enas Said Syed Hassan, Sharifah Sariah E-learning interactions, information technology self efficacy and student achievement at the University of Sharjah, UAE
description	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. (Contains 1 figure and 6 tables.)
format	Article
author	Abulibdeh, Enas Said Syed Hassan, Sharifah Sariah
author_facet	Abulibdeh, Enas Said Syed Hassan, Sharifah Sariah
author_sort	Abulibdeh, Enas Said
title	E-learning interactions, information technology self efficacy and student achievement at the University of Sharjah, UAE
title_short	E-learning interactions, information technology self efficacy and student achievement at the University of Sharjah, UAE
title_full	E-learning interactions, information technology self efficacy and student achievement at the University of Sharjah, UAE
title_fullStr	E-learning interactions, information technology self efficacy and student achievement at the University of Sharjah, UAE
title_full_unstemmed	E-learning interactions, information technology self efficacy and student achievement at the University of Sharjah, UAE
title_sort	e-learning interactions, information technology self efficacy and student achievement at the university of sharjah, uae
publisher	Australian Society for Educational Technology
publishDate	2011
url	http://irep.iium.edu.my/8154/ http://irep.iium.edu.my/8154/ http://irep.iium.edu.my/8154/1/abulibdeh.pdf
first_indexed	2023-09-18T20:17:48Z
last_indexed	2023-09-18T20:17:48Z
_version_	1777407905237041152

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

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