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Learner Self-Efficacy in K-12 Online Environments

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Self-Efficacy in Instructional Technology Contexts

Abstract

In this chapter, we examine learner self-efficacy broadly in K-12 face-to-face classrooms, learner efficacy in K-12 online learning, and then specifically issues related to self-efficacy based on the demographic characteristics of the learners. We do this with the understanding that self-efficacy beliefs are context specific [Hodges, Performance Improvement Quarterly, 20(3–4), 7–25, 2008]. From there, we review the literature on the learners’ level of preparation and how self-efficacy can be improved in online contexts.

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Authors and Affiliations

  1. Florida Southern College, Lakeland, FL, USA

    Jason A. LaFrance

  2. University of Arkansas, Fayetteville, AR, USA

    Dennis Beck

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  1. Jason A. LaFrance
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Correspondence to Jason A. LaFrance .

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Editors and Affiliations

  1. Georgia Southern University, Statesboro, GA, USA

    Charles B. Hodges

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LaFrance, J.A., Beck, D. (2018). Learner Self-Efficacy in K-12 Online Environments. In: Hodges, C. (eds) Self-Efficacy in Instructional Technology Contexts. Springer, Cham. https://doi.org/10.1007/978-3-319-99858-9_13

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  • DOI: https://doi.org/10.1007/978-3-319-99858-9_13

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