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Knowledge management strategy-based learning preferences and self-efficacy on academic performance: an online vs. face-to-face study

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  • Kamphol Wipawayangkool
  • Juliana D. Lilly
  • Allan Grogan

Abstract

This paper examines the influences of computer and internet self-efficacy and knowledge management strategy-based learning preferences on undergraduate students' academic performance in online and face-to-face courses. Using partial least squares, we found that preference for personalisation negatively impacts online student grades (n = 63), while preference for codification negatively impacts face-to-face student grades (n = 73). The interaction between preference for personalisation and internet self-efficacy positively affects online student grades, while that between preference for codification and internet self-efficacy negatively impacts online student grades. The interaction between preference for personalisation and computer self-efficacy positively affects face-to-face student grades. These findings suggest that students preferring personalisation may perform better in a face-to-face course and students preferring codification may perform better in an online course. However, internet self-efficacy appears to help students preferring personalisation perform better in an online course. Computer self-efficacy seems to help students preferring personalisation perform better in a face-to-face course.

Suggested Citation

  • Kamphol Wipawayangkool & Juliana D. Lilly & Allan Grogan, 2022. "Knowledge management strategy-based learning preferences and self-efficacy on academic performance: an online vs. face-to-face study," International Journal of Knowledge and Learning, Inderscience Enterprises Ltd, vol. 15(2), pages 165-184.
  • Handle: RePEc:ids:ijklea:v:15:y:2022:i:2:p:165-184
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