Self-efficacy in the context of online learning environments: A review of the literature and directions for research

Abstract

The purpose of this paper is to examine the construct of self‐efficacy in the context of online learning environments. Self‐efficacy is defined as “beliefs in one's capabilities to organize and execute the courses of action required to produce given attainments” (Bandura, 1997, p. 3). Traditionally, the four main sources of self‐efficacy development are enactive master experiences, vicarious experiences, verbal persuasion, and physiological and affective state (Bandura, 1997). In this paper, self‐efficacy is introduced in general. Research related to academic self‐efficacy and self‐efficacy in online learning environments is reviewed. The study of self‐efficacy in online learning environments is new relative to the construct of self‐efficacy. Research on self‐efficacy and the use of computers in instructional situations has been included to broaden the literature base. The development of self‐efficacy beliefs in online environments is highlighted as well as self‐efficacy assessment issues. Possible areas of self‐efficacy research in online environments are suggested, including pedagogical agents, persuasive feedback, and self‐efficacy assessment.