Pre-publication copy: Final version to appear in the Proceedings of the 2016 GlobalLearn conference, Limerick, Ireland https://www.aace.org/conf/glearn/ The Development of Learner Self-Efficacy in MOOCs Charles B. Hodges Department of Leadership, Technology, and Human Development Georgia Southern University United States chodges@georgiasouthern.edu Abstract: It has been established that positive academic self-efficacy beliefs contribute to learner success. Self-efficacy is highly context dependent, and massive, open, online courses MOOCs are a new learning context for many leaners. Therefore, it is important to consider how the design of MOOCs can support the development of positive self-efficacy beliefs. In this paper the author considers typical elements included in MOOCs and how those elements may be designed to enhance learner self-efficacy. Introduction An individual’s perceived self-efficacy refers to his or her beliefs regarding his or her “capabilities to organize and execute the courses of action required to produce given attainments” (Bandura, 1997, p. 3). Self- efficacy beliefs are highly context specific, thus each new or different context task encountered by individual initiates a formulation of self-efficacy beliefs regarding the performance of a task in that specific context. In academic settings, students form beliefs about their ability to perform well in classes. This type of self-efficacy, academic self-efficacy, has been studied extensively for decades, across a wide range of content areas, and student demographics, etc. “The principal finding is that students’ self-efficacy beliefs are significantly and positively related to academic performance” (Hodges, 2008). Zimmerman’s (2000) work indicates that students who have developed positive self-efficacy beliefs are more likely than students who do not have positive self- efficacy beliefs, to participate, engage, persist, and have fewer negative emotional reactions in learning environments. Much of the research regarding academic self-efficacy was conducted prior to the proliferation of online learning, but research on academic self-efficacy has continued as online learning environments have become ubiquitous. Tsai, Chuang, Liang, and Tsai (2011) recently concluded from a review of the literature regarding self-efficacy in Internet-based learning environments that “student’s self-efficacy plays a positive role in their attitude towards and their processes and outcomes derived from Internet-based learning” (p. 222). Thus, it is important to consider learning designs that can support the development of positive self-efficacy beliefs and some authors (e.g. Hodges, 2013) have provided suggestions specific to online learning environments. Once learning environments are in use, it is important to evaluate their effectiveness at supporting learning. In cases where it is shown or believed that learners are having difficulty participating in, engaging with, persisting in, or that they are having negative emotional reactions to a learning environment, then Zimmerman’s (2000) observations regarding the importance of learner’s possessing positive self-efficacy beliefs should be considered, and the learning environments in question should be examined with regard to their ability to support the development of positive self-efficacy beliefs. Somewhat recently the field of Education has been inundated with news, research, excitement, and skepticism regarding a type of online learning environment described as massive, open, online courses