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
academic performance.
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: xbai@york.cuny.edu).
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.