Date Approved

2018

Degree Type

Open Access Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

College of Technology

Committee Member

Alphonso Bellamy, Ph.D.

Committee Member

Pamela Speelman, Ph.D.

Committee Member

Herman Tang, Ph.D.h.D.

Committee Member

Toni Stokes Jones, Ph.D.

Committee Member

Jerome Boikai, Ph.D.

Abstract

Online learning is now entrenched in the mainstream educational system and continues to provide educational opportunities for millions of Americans. However, as online education increases, there is a need to improve the quality of education. This dissertation examines the extent to which emotional intelligence, locus of control, and self- efficacy contribute to the perception of online learning. The applied research methodology was a quantitative cross-correlational design. The statistical population was 156 online students selected from a Midwest university. A survey containing 21 items with Likert-type responses was developed to assess students' overall perceptions of online learning. The research questions for this study integrated emotional intelligence, locus of control, and self-efficacy concepts. The result indicated a statistically significant correlation for males and is inconsistent with extant literature that has examined students' perception of online learning. Additionally, study findings indicated a statistically significant relationship among emotional intelligence, locus of control, and self-efficacy with regard to students’ online learning. This will help learners cultivate emotional intelligence, locus of control, and self-efficacy, and importance of competence in students' success in online learning.

Share

COinS