Teacher self-efficacy in online education: a review of the literature
Although empirical validation of teacher self-efficacy in face-to-face environments continues, it remains a relatively new construct in online education. This literature review, which was conducted over academic databases and which examined work published in the past 15 years, explores three areas o...
Main Authors: | , |
---|---|
Format: | Article |
Language: | English |
Published: |
Association for Learning Technology
2018-10-01
|
Series: | Research in Learning Technology |
Subjects: | |
Online Access: | https://journal.alt.ac.uk/index.php/rlt/article/view/2047/pdf_1 |
_version_ | 1818237491721797632 |
---|---|
author | Michael Corry Julie Stella |
author_facet | Michael Corry Julie Stella |
author_sort | Michael Corry |
collection | DOAJ |
description | Although empirical validation of teacher self-efficacy in face-to-face environments continues, it remains a relatively new construct in online education. This literature review, which was conducted over academic databases and which examined work published in the past 15 years, explores three areas of research about teacher self-efficacy in online education: (1) ease of adopting online teaching, (2) online teaching self-efficacy in comparison to demographic and experience variables and (3) changes in teacher self-efficacy in professional development scenarios where self-efficacy was measured before and after treatment. Research studies demonstrate agreement (or no discernible disagreement) in the importance of system/curriculum quality in the implementation of online learning and the recognition that a measure of self-efficacy in online pedagogy has not yet been empirically derived. Researchers continue to examine the balance of technological and pedagogical knowledge that supports the development of teacher self-efficacy, the role of learner self-efficacy in teacher self-efficacy and whether teacher self-efficacy differs fundamentally in online education. In addition, it seems clear that empirical validation of the association of teacher self-efficacy and student success has yet to occur in online education with the rigour seen in face-to-face modes of delivery. |
first_indexed | 2024-12-12T12:26:36Z |
format | Article |
id | doaj.art-9407c0ced70946ff9e38d7f61e4bce4f |
institution | Directory Open Access Journal |
issn | 2156-7077 |
language | English |
last_indexed | 2024-12-12T12:26:36Z |
publishDate | 2018-10-01 |
publisher | Association for Learning Technology |
record_format | Article |
series | Research in Learning Technology |
spelling | doaj.art-9407c0ced70946ff9e38d7f61e4bce4f2022-12-22T00:24:32ZengAssociation for Learning TechnologyResearch in Learning Technology2156-70772018-10-0126011210.25304/rlt.v26.20472047Teacher self-efficacy in online education: a review of the literatureMichael Corry0Julie Stella1Graduate School of Education and Human Development, George Washington University, Washington, DC, USAGraduate School of Education and Human Development, George Washington University, Washington, DC, USAAlthough empirical validation of teacher self-efficacy in face-to-face environments continues, it remains a relatively new construct in online education. This literature review, which was conducted over academic databases and which examined work published in the past 15 years, explores three areas of research about teacher self-efficacy in online education: (1) ease of adopting online teaching, (2) online teaching self-efficacy in comparison to demographic and experience variables and (3) changes in teacher self-efficacy in professional development scenarios where self-efficacy was measured before and after treatment. Research studies demonstrate agreement (or no discernible disagreement) in the importance of system/curriculum quality in the implementation of online learning and the recognition that a measure of self-efficacy in online pedagogy has not yet been empirically derived. Researchers continue to examine the balance of technological and pedagogical knowledge that supports the development of teacher self-efficacy, the role of learner self-efficacy in teacher self-efficacy and whether teacher self-efficacy differs fundamentally in online education. In addition, it seems clear that empirical validation of the association of teacher self-efficacy and student success has yet to occur in online education with the rigour seen in face-to-face modes of delivery.https://journal.alt.ac.uk/index.php/rlt/article/view/2047/pdf_1online educationonline learningdistance educationteacher educationself-efficacy |
spellingShingle | Michael Corry Julie Stella Teacher self-efficacy in online education: a review of the literature Research in Learning Technology online education online learning distance education teacher education self-efficacy |
title | Teacher self-efficacy in online education: a review of the literature |
title_full | Teacher self-efficacy in online education: a review of the literature |
title_fullStr | Teacher self-efficacy in online education: a review of the literature |
title_full_unstemmed | Teacher self-efficacy in online education: a review of the literature |
title_short | Teacher self-efficacy in online education: a review of the literature |
title_sort | teacher self efficacy in online education a review of the literature |
topic | online education online learning distance education teacher education self-efficacy |
url | https://journal.alt.ac.uk/index.php/rlt/article/view/2047/pdf_1 |
work_keys_str_mv | AT michaelcorry teacherselfefficacyinonlineeducationareviewoftheliterature AT juliestella teacherselfefficacyinonlineeducationareviewoftheliterature |