Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/2207
Title: Is Computer Support More Significant than Collaboration in Promoting Self-Efficacy and Transfer?
Authors: Gegenfurtner, Andreas
Vauras, Marja
Veermans, Koen
Issue Date: Jul-2012
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Gegenfurtner, A., Vauras, M., & Veermans, K. (2012). Is Computer Support More Significant than Collaboration in Promoting Self-Efficacy and Transfer?. In van Aalst, J., Thompson, K., Jacobson, M. J., & Reimann, P. (Eds.), The Future of Learning: Proceedings of the 10th International Conference of the Learning Sciences (ICLS 2012) – Volume 1, Full Papers (pp. 220-226). Sydney, NSW, AUSTRALIA: International Society of the Learning Sciences.
Abstract: In the learning sciences, we assume that deep learning is more likely to occur in complex social and technological environments. Deep learning, in turn, is related to higher degrees of transfer and self-efficacy. It follows that population correlation estimates of the relationship between self-efficacy and training transfer should be higher in those conditions that afford computer support and collaboration. This meta-analysis (29 studies, k = 33, N = 4,158) tested this assumption. Based on social cognitive theory, results suggested positive population correlation estimates between self-efficacy and transfer (U = 0.39). Results also showed that effect sizes were higher in trainings with rather than without computer support, and higher in trainings without rather than with collaboration. These findings are discussed in terms of their implications for theories of complex social and computer-mediated learning environments and their practical significance for scaffolding technology-enhanced learning and interaction.
URI: https://doi.dx.org/10.22318/icls2012.1.220
https://repository.isls.org//handle/1/2207
Appears in Collections:ICLS 2012

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