Prior research has showed that there is a significant relationship between computer experience and computer self-efficacy (Eastin, 2000; Harrison & Rainer, 1992; Hasan, 2003; Hill, Smith, & Mann, 1987; Igbaria & Iivari, 1995; Kagima, & Hausafus, 2000; Potosky, 2002). However, they did not specify what kind of experiences they are. As a result, little is known about the relationship between enactive mastery experience (which is defined as repeated task related experiences through performance accomplishments, Bandura, 1977) and online course self-efficacy (OCSE) (defined as one¡¯s beliefs in one¡¯s capability to do tasks online, Randall & Petty, 2001).
The results of findings could inform online course providers of ways to improve student retention in online courses as a result of improved online course self-efficacy. Taking a course might lead to familiarizing computer software and online technologies such as discussion board, instant messenger, downloading the file and so on. If the findings show us that a task-specific experience have an effect on online course self-efficacy, administrators of online courses should offer hands on workshop sessions for specific online technologies which will mainly be used for online courses.