International Journal of
Information and Education Technology

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.