Self-efficacy in online foundation and first year chemistry students

Abstract

<p>Students are unique in their self-efficacy. First year chemistry students are particularly prone to low self-efficacy, and this can be exacerbated when studying online and in isolation. </p><p> The psychological theory of self-efficacy grew out of the research of Bandura (1997), who identified four sources of self-efficacy, and many struggling students will have low self-efficacy for learning (Margolis & McCabe 2006). Mastery experiences are successful experiences that boost self-efficacy, while eroding it with failure. Vicarious experiences are ones in which observing a peer succeed can strengthen beliefs in one's own abilities. Verbal persuasion from an instructor can boost self-efficacy with sound communication and feedback to guide the student through the task or to motivate them. The emotional state of a student of the last source. Positive mood can improve one's beliefs in self-efficacy, while anxiety can undermine. </p><p> Technology aided learning activities which build self-efficacy via the first two sources are abundant and can be highly successful. However, beyond a presence in online meeting rooms, forums and emails, my interest is in how we can utilize technology in relation to the teacher’s role in building self-efficacy. This paper will explore my practical experience in online teaching of foundation and first year chemistry; and outline the challenges faced in the online teaching environment. As tertiary education moves toward more blended learning delivery and ‘anytime, anywhere’ learning, determining the role of technology in the ‘human’ side of teaching will be critical. </p><p> Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY, US: W H Freeman/Times Books/ Henry Holt & Co. </p><p> Margolis, P. and McCabe, H., (2006). Improving Self-Efficacy and Motivation: What to Do, What to Say. Intervention in School and Clinic, 41, No. 4, 218-227.</p>