1. Moderating Role of Online Self-Efficacy in Relation between Learning Strategy and Online Performance Presenter: Jenny Tseng Professor: Ming-Puu Chen Date: November 10, 2007 Peng, H., Wang, Y., & Huang, R. (2006). Moderating role of online self-efficacy in relation between learning strategy and online performance. Proceedings of The 14th International Conference on Computers in Education, IOS Press, 517-520.

2. 2 Introduction Many researchers documented that as learners’ Internet self-efficacy strengthened, their Web-based learning performance also noticeably improved. Self-efficacy  People’s judgments of their capabilities to organize and execute course of action required to attain performance  Exerts effect on performance directly or indirectly through various learning strategies Many document showed that  Students with a stronger sense of self-efficacy tended to use more strategies  Learners use more learning strategies will lead to better online-performance The purpose is to confirm moderating role of online self-efficacy in the relation between strategies use and online performance.

3. 3 Method Participants  72 online learners from Beijing Jiaotong University Measures  Online self-efficacy Distance Learning Self-efficacy Scale (Peng Huamao, Wang Ying, Huang Ronghuai and Chen Geng 2006) The Cronbach’α was.887 The high score on the scale exhibited high online self-efficacy  Learning Strategy LASSI, Learning and Study Strategies Inventory (Weinstein, 1995) The Cronbach’α was.902 The high score on the scale exhibited high strategy level  Online performance Online unit test Online collaborative learning Performance was summation of both scores.

4. 4 Results Preliminary Analyses  t tests  No significant gender difference was found Correlation Analyses  Pearson Correlation Coefficients  Online performance correlated with highly scores of online self- efficacy and learning strategy  There was positive correlation between self-efficacy and strategies use

5. 5 Results - continued Regression Analyses  Low self-efficacy group Students with scored less than or equal to the mean value 3.95 Online performance was not predicted by learning strategy level significantly  High self-efficacy Students with scored more than the mean value 3.95 Online performance was predicted by learning strategy level  Online self-efficacy was a moderator variable in the relation between performance and strategy level

6. 6 Discussions If learners have successful experience for computer skills, they can enhance their conception and improve their own self-efficacy Self-efficacy can improve learning strategy and online performance somehow  For high self-efficacy learners Online tutors should give them online learning strategies instructions directly, and help them improve their online performance  For low self-efficacy learners Enhancing self-efficacy is the first step Online tutors should pay much more attention to learners’ successful experience and not giving them too much learning strategies at first