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

Kamphol Wipawayangkool, Juliana D. Lilly and Allan Grogan

International Journal of Knowledge and Learning, 2022, vol. 15, issue 2, 165-184

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.

Keywords: knowledge management strategy; personalisation; codification; self-efficacy; online learning. (search for similar items in EconPapers)
Date: 2022
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