Open Praxis is a peer-reviewed open access scholarly journal focusing on research and innovation in open, distance, and flexible education. It is published by International Council for Open and Distance Education - ICDE Web of Science (ESCI) Impact Factor for 2023 is 0,9; ranked 457 out of 759 in Education and Educational Sciences in Q3. Scopus Cite Score is 3.5; ranked 453 out of 1543 in Education category in Q2 and 72 out of 2801 in Library and Information Sciences category in Q2. Facts and Figures: 2024 article acceptance rate is 33%, rejection rate is 67% (13% desk rejections - 54% rejections after review). While the number of days for acceptance is 44, the number of days for rejection is 16.

The purpose of this paper is to examine the construct of self‐efficacy in the context of online learning environments. Self‐efficacy is defined as “beliefs in one's capabilities to organize and execute the courses of action required to produce given attainments” (Bandura, 1997, p. 3). Traditionally, the four main sources of self‐efficacy development are enactive master experiences, vicarious experiences, verbal persuasion, and physiological and affective state (Bandura, 1997). In this paper, self‐efficacy is introduced in general. Research related to academic self‐efficacy and self‐efficacy in online learning environments is reviewed. The study of self‐efficacy in online learning environments is new relative to the construct of self‐efficacy. Research on self‐efficacy and the use of computers in instructional situations has been included to broaden the literature base. The development of self‐efficacy beliefs in online environments is highlighted as well as self‐efficacy assessment issues. Possible areas of self‐efficacy research in online environments are suggested, including pedagogical agents, persuasive feedback, and self‐efficacy assessment.

The concept of the massive, open, online course (MOOC) is not new, but high-profile initiatives have moved MOOCs into the forefront of higher education news over the past few years. Members of institutions of higher education have mixed feelings about MOOCs, ranging from those who want to offer college credit for the successful completion of MOOCs to those who fear MOOCs are the end of the university as we know it. We set forth to investigate the quality of MOOCs by using the Quality Matters quality control framework. In this article, we present the results of our inquiry, with a specific focus on the implications the results have on day-to-day practice of designing online courses.