Self-Efficacy in Internet-Based Learning Environments: A Literature Review (Report‪)‬

Introduction In recent years, the Internet-based environment has experienced prolific development. With multiple forms of representation, some research has indicated that content delivered in blended or Internet-based conditions may be more efficient than that is provided in traditional classrooms (Abdous & Yoshimura, 2010). However, when comparing the differences between distance education and classroom-based instruction, some studies have found no significant difference in effectiveness between distance education within blended or Internet-based learning settings and face-to-face (F2F) education (Bernard et al., 2004; Delialioglu & Yildirim, 2008). Indeed, a variety of results have been derived from the studies relating to Internet-based learning (IBL). For instance, one of the features of IBL is that it is supposed to foster learners' active participation in the construction of knowledge (White & Frederiksen, 2005). Some studies have indicated positive effects on students' knowledge construction in IBL processes (Pena-Shaff & Nicholls, 2004), whereas some have reported that the discussions among learners are generally at low levels of knowledge construction in IBL systems (Guan, Tsai & Hwang, 2006). Hence, it may be suggested that due to the divergent components of the IBL context created by a variety of researchers, different traits may be produced.