Impact of Interactive Presence and Self-Efficacy on e-learning Effectiveness

Although many scholars have argued for a positive perception of learners towards online learning, there are some who have argued that some students, depending upon their demographic or cultural or psychological factors, will still prefer traditional face to face methods because such interaction is contextual and offer a different kind of social interaction. Studies from these scholars have attributed various causes like; lack of interactions with lecturers, co-learners, media, feeling isolated in online, lack of human touch, lost immediacy or spontaneity of actors, technical inability, low self-efficacy, and habit of using a platform for downloading uploading only. Thus, there is a need of research in the UK to establish clear antecedents of effective blended learning. Thus, this research will review ‘Learners’ perceptions on their motives, missing interactive presence & self-efficacy and their impact on perceived learning effectiveness in online learning environment moderated by cultural and other demographic factors’. The research paper reviews a range of studies and proposes a range of assertions and a conceptual model of enhancing learning in the blended learning environment. The research has obvious theoretical and practical applications in a blended learning environment.