Adopting a virtual learning environment towards enhancing students' self-efficacy. (6th February 2017)

• Record Type: Journal Article
• Authors: McKenna, Gary; Baxter, Gavin; Hainey, Thomas
• Is Part Of: Journal of applied research in higher education. Volume 9:Number 1(2017)
• Page Start: 54
• Page End: 69
• Publication Date: 2017-02-06
• Subjects: Self-efficacy -- Virtual learning environments -- Lifelong learning -- Andragogy -- E-portfolios -- Personal development planning; Education, Higher -- Research -- Periodicals; Education, Higher -- Research -- Great Britain -- Periodicals; 378.00711
• DOI: 10.1108/JARHE-05-2016-0038
• Languages: English
• ISSNs: 2050-7003

Abstract

Abstract : Purpose: The purpose of this paper is to present the results of a semi-experimental study conducted over a period of two years of five degree programmes using a web-based personal tutoring system to enhance learner engagement and students' self-efficacy, towards using personal development planning (PDP) e-portfolios. Design/methodology/approach: The study adopts a semi-experimental approach using quantitative methods utilising a pre- and post-test design in the form of a general self-efficacy questionnaire inventory. Findings: The study investigated the extent to which using a virtual learning environment web-based personal tutoring system (VLE WBPTS) can impact positively on the learners' self-efficacy of the students' undertaking a degree programme which promotes engagement with PDP e-portfolios. Research limitations/implications: More empirical research is required to establish whether PDP and e-portfolios have a positive effect on students' perceived self-efficacy. Further testing is required to establish whether the VLE WBPTS can have a positive effect on other beneficial elements associated with PDP and e-portfolio usage such as students: learning styles, learner conscientiousness, reflective thinking and effective learner skills. Practical implications: The introduction of interventions that involve the utilisation of a VLE WBPTS may have a more significant impact and yield positive results when the period of usage is extended beyond the initial period of six weeks to a minimum period of 12 weeks. Originality/value: This study was one of few studies to use a pre/post-test design to collect and analyse empirical data about whether a VLE WBPTS can have a positive effect on students' self-efficacy towards using PDP e-portfolios.