Self-Efficacy, Learning Method Appropriation and Software Skills Acquisition in Learner-Controlled CSSTS Environments.

Information Systems Journal, Volume 24, Issue 1, pages 3–27, January 2014

Posted: 6 Jul 2015

See all articles by Andrew Hardin

Andrew Hardin

University of Nevada, Las Vegas

Clayton A. Looney

University of Montana

Mark Fuller

University of Massachusetts Amherst

Date Written: June 29, 2015

Abstract

A computer-simulated software training system (CSSTS) delivers a specific form of computer-based training in which participants are allowed to select various training features within a simulated software environment. Given the growing use of these systems as end-user training (EUT) aids, there is a need for greater understanding of how participants use these systems, as well as whether participant-controlled learning environments are truly effective. The present research examines how a particular learner characteristic, software self-efficacy, drives appropriation in a high learner control, CSSTS environment. Contrary to notions in the literature, results from spreadsheet and database software training courses reveal that pre-training specific software self-efficacy constitutes a significant, negative predictor of faithful appropriations of the CSSTS. This research also establishes a positive relationship between faithful appropriation and increases in software self-efficacy (SSE). In essence, faithful appropriations lead to greater increases in SSE, which influences software skills performance. In addition, the research validates prior EUT research by extending prior findings to a database training environment. A psychometrically sound measure is put forth to capture database self-efficacy.

Keywords: computer-simulated software training system, end-user training, adaptive structuration theory, appropriation, software self-efficacy, database self-efficacy.

Suggested Citation

Hardin, Andrew and Looney, Clayton A. and Fuller, Mark, Self-Efficacy, Learning Method Appropriation and Software Skills Acquisition in Learner-Controlled CSSTS Environments. (June 29, 2015). Information Systems Journal, Volume 24, Issue 1, pages 3–27, January 2014, Available at SSRN: https://ssrn.com/abstract=2624724

Andrew Hardin (Contact Author)

University of Nevada, Las Vegas ( email )

4505 S. Maryland Parkway
Las Vegas, NV 89154
United States

Clayton A. Looney

University of Montana ( email )

Missoula, MT 59812
United States

Mark Fuller

University of Massachusetts Amherst ( email )

Department of Operations and Information Managemen
Amherst, MA 01003
United States

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