Learner self-efficacy and interaction during the implementation of accelerated online college courses: A mixed methodology evaluative intrinsic case study.

摘要

This mixed methodology inquiry was conducted as an intrinsic case study with a survey to explore how one region of a statewide community college system implemented accelerated online courses. The investigation addressed a gap in the literature identified in previous research studies related to self-efficacy, accelerated delivery of instruction, and interaction in online courses. Findings based on qualitative and quantitative descriptive statistical analysis of transcripts from asynchronous online focus groups, online surveys, and course documents explained how self-efficacy in the accelerated environment impacted learning behaviors in relation to four dimensions of interaction: (a) instructor-to-learner, (b) learner-to-learner, (c) learner-to-content, and (d) learner-to-learning interface. As a participant observer, the researcher concluded that self-efficacy is a valid and reliable predictor of learning outcomes, interaction is a critical component of learner satisfaction, and making better use of instructional time is more important than the actual amount of time allocated to courses. The research resulted in practical recommendations that faculty, students, and administrators can consider when implementing accelerated online courses.