Enhanced self-efficacy and blended e-learning – mixed innovations

DOI: 10.5176/2251-1814_EeL16.10

Authors: Bent B. Andresen

Abstract: In this paper, I present results of a case study concerning how student achievement relates to perceived self-efficacy. The research question is: How does school based data on student self-efficacy confirm the results of meta-analysis of effect sizes related to student achievement in blended e-learning? I conducted the study at eight secondary schools in Denmark, which was the first country to implement 1:1 solutions for all students in K-12 education. The results provide evidence suggesting that the teachers’ analyses of self-efficacy data confirm the results of meta-analysis and increase their opportunities to foster blended e-learning so it becomes more favourable than other approaches.

Keywords: blended e-learning; 1:1 classrooms, perceived self-efficacy.