Abstract—The purpose of this study is to explore the
relationship between undergraduate students’ perceptions of
their basic computer literacy skills (self-efficacy) and their
attitudes toward the hybrid learning experiences after
completing a 15-week SCORM-based hybrid-learning course.
Two hundred and forty-six students from a historically black
senior college participated in the study. Students completed an
anonymous self-assessment survey at the end of the semester.
The results show that students with higher self-efficacy beliefs
are more likely to report positive learning experiences, including
learning pace control, time management, and content
understanding. However, students with lower self-efficacy
beliefs are more likely to respond that the topics are difficult to
follow and time online is hard to control, and they prefer a
face-to-face rather than online session. Implications of these
findings and the strengths and limitations of such an elearning
framework are discussed to inform future research on
identifying effective hybrid-learning tools and pedagogies in
order to increase self-efficacy for improved motivation and
Index Terms—SCORM, elearning, efficacy, instructional design, motivation, hybrid learning, cognition.
Xin Bai is with York College of the City Univ. of New York, 94-20 Guy Brewer Blvd., Jamaica, NY, 11451, USA (e-mail: email@example.com).
Cite: Xin Bai, "Promote Technology Self-efficacy via a SCORM-Based e-Learning Approach," International Journal of Information and Education Technology vol. 7, no. 8, pp. 575-580, 2017.