Professional online education processes: Analyzing self-efficacy and low self-efficacy

Students with high self-efficacy tend to procrastinate less often than students with low self-efficay. In addition, the demandas del contexto determinadas por la structure of instructional suport estan relacionada con la construcción de conocimiento profesional tácito o explícito. The present study explored self-efficay and structure of instructional suport in professional online education processes on 61 graduate students who participated in a course to improve their professional competence. Two noteworthy results have been found; on the one hand, the characterization of electronic communications of self-efficacy and low self-efficacy as brief and mainly adress to other students but no to teacher, and on the other hand, the relationship between the type of knowledge construct, this is tacit and explicit, and the level of self-efficacy. Thus, to maintain students’ efforts, follow up and level of satisfaction in order to finish an online course, it is necessary that teachers pay close attention to fragments of discourse verbalizing self-efficacy and low self-efficacy and the structure of the instructional suport.