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Learning Objective #1: identify the relationship between self-efficacy and student motivation.

Learning Objective #2: discuss the use of Bandura's instructional strategies and Gagne's nine classical principles in the design of asynchronous learning environments.

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The infusion of technology in education no longer can be debated or ignored. The literature is replete with research comparing computer-assisted learning and classroom learning. Research supports that asynchronous learning environments (ALE), compared to traditional lecture/textbook methods, results in cognitive gains. The question is not if students learn in ALE, rather the question must be asked, what is the optimal use of technology to promote self-efficacy, self-reliance, and motivation to obtain knowledge? Therefore, the purpose of this study was to investigate the impact of an ALE on learning, specifically, a faculty authored CD-ROM, Cardiovascular Anatomy and Physiology. The CD-ROM, designed using Gagne’s instructional principles incorporates a hypermedia, non-linear format that allowed students to determine the sequencing and type of instructional method desired. This quasi-experimental study explored the impact of technology integration on learning and learner independence, satisfaction, and performance in an ALE using the concepts of self-efficacy, self-reliance, and motivation. After using an interactive cardiovascular anatomy and physiology CD-ROM, the sophomore nursing students completed a 15-item questionnaire. Reliability of the questionnaire was established using Cronbach’s alpha. Post-tests and course grades were examined using a t-test, demonstrating no significant correlation. Results of an item-to-item analysis of the questionnaire showed overall satisfaction with the teaching methodology and varied results for self-efficacy, self reliance, and motivation. Kendall’s Tau was calculated to examine the relationship of the variables with all but two variables demonstrating significance.