Adopting a virtual learning environment towards enhancing students’ self-efficacy

Research output: Contribution to journalArticle

4 Citations (Scopus)

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.
Original languageEnglish
Pages (from-to)54-69
JournalJournal of Applied Research in Higher Education
Volume9
Issue number1
DOIs
Publication statusPublished - 6 Feb 2017

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