How CSCL Moderates the Influence of Self-efficacy on Students’ Transfer of Learning

2012 ◽  
pp. 93-102
Author(s):  
Andreas Gegenfurtner ◽  
Koen Veermans ◽  
Marja Vauras
Keyword(s):  
Self Efficacy ◽  
Transfer Of Learning

The Transfer of Learning

2021 ◽  
pp. 81-89
Author(s):  
Rodney Reynolds
Keyword(s):  
Training Program ◽  
Self Efficacy ◽  
Transfer Of Learning ◽  
Training And Development ◽  
Training Development ◽  
Training Topic ◽  
Development Professionals ◽  
Results Orientation

The focus of this chapter is on insights for and evaluation of if the transfer of learning by training and development professionals will sustain the training field. The chapter begins with the need for a model of learning. Then there is a section on a proposed evaluation of the trainer presentation of a model of learning or training development. The chapter then progresses to a proposed measure of the potential for the transfer of learning and the need to assess self-efficacy with gradations of attainments on the training topic. Finally, the chapter turns to trainee engagement and to having a results orientation for a training program.

Transfer of learning, fear of failure, procrastination, and self-efficacy in learning English: Any evidence from the arts?

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Min-Chen Tseng
Keyword(s):  
Self Efficacy ◽  
Transfer Of Learning ◽  
Structural Equation ◽  
English Language ◽  
English Proficiency ◽  
Equation Model ◽  
Fear Of Failure ◽  
Proficiency Levels ◽  
Negative Effect ◽  
Learning English

AbstractThis study examined the potential of “transfer of learning” for arts students and the relationships among students’ fear of failure, procrastination, and self-efficacy when learning English. Two studies were conducted; in the first study, we investigated transfer of learning for arts students between their majors and the English language. In Study 2, we explored the influence of the fear of failure, procrastination, and self-efficacy on students’ English proficiency levels. We implemented a structural equation model (SEM) to ascertain whether the fear of failure and procrastination played a mediating role between students’ self-efficacy and English proficiency levels. The participants consisted of 501 students majoring in arts. The research tools included the online General English Proficiency Test and a questionnaire. The results indicated that both hugging and bridging strategies were significantly correlated with students’ English language achievements. Stepwise regression analysis revealed that hugging strategies, such as setting expectations, matching, simulating, modeling, and practicing problem-based learning, were positive predictors. The SEM results indicated that self-efficacy had a negative effect on students’ procrastination, and both the fear of failure and procrastination played mediating roles between students’ self-efficacy and English language achievement.

Transfer of learning from executive education programs in developing economies: the key role of motivation

2016 ◽  
Vol 30 (1) ◽  
pp. 15-18 ◽  
Author(s):  
Somashekhar Krishnamani ◽  
Yasmeen Haider
Keyword(s):  
Pilot Study ◽  
Knowledge Transfer ◽  
Self Efficacy ◽  
Transfer Of Learning ◽  
Training Programs ◽  
Executive Education ◽  
Education Programs ◽  
Content Type ◽  
Motivation To Transfer

Purpose – The purpose of the paper is to empirically investigate transfer of learning and its relationship with the training super-system. Specifically, this paper looks at motivation to transfer as an indicator of a transfer condition. The paper will also provide information on individual factors, work place factors and design factors of training programs that facilitate transfer of learning. This study will also attempt to recommend a procedure for design and delivery of executive education programs that will facilitate transfer of learning by identifying variables that were hitherto not identified. Design/methodology/approach – This study is a descriptive and exploratory. Sample for this study has been drawn from learners who participated in executive education programs delivered by Great Lakes Institute of Management, Chennai. Respondents completed a questionnaire developed on the HRD Evaluation Research and Measurement model, Theory of Planned Behavior and the Learning Transfer System Inventory model. Variables were reduced by EFA. The researcher also met a few HR and L & D practitioners for one-on-one discussion. The ideas generated were bounced with subject matter experts and with faculty who were designing/teaching executive education programs. Findings – The research findings are consistent with earlier studies like the Holton research (1996), (2001). Discussion also brought out the role of motivation in enhancement of skills, behaviors and knowledge. Many researchers have agreed that individual motivation factors play an important role for knowledge transfer. If the learners are not motivated about the positives arising from the training program, they would lose interest which would affect their self-efficacy and thereby the transfer of learning. The primary role of motivation to transfer comes out distinctly. Additionally, the relationship between motivation to transfer and learner readiness and performance self-efficacy is established. Research limitations/implications – The research was done with the intent of doing a pilot study on the thesis topic that the researcher has chosen for his doctorate program and hence has methodological limitations of a one-time survey questionnaire. The study has a small sample size of 30 and could have a high risk of generalization findings. Additionally, data collection is based on self-responses collected during focused group interview which is based on the “perception” of the respondents and therefore limited to self-report data. The respondents are all from executive education of a Chennai-based Institute which means that the same survey done on another set of respondents could probably throw up very different results. Participants had undergone multi-phase leadership development program in small cohort. The results could vary if participants from open-enrollment programs participated. Use of interviews and/or observation of participants could have provided more rich data. Practical implications – In practical terms, the foundation result will help L & D managers and executive education designers to understand the factors that play an important role in transfer of learning specific to Indian context. The research paper also conceptually explains the central role of “motivation to transfer”. The recommendations provided therein will help practitioners with a structured approach toward design and delivery of executive education programs. The recommended approach to design and delivery will help practitioners to come up with training programs that will provide more buck for every dollar spent. Social implications – Return on investment on learning has always been a contentious issue. Clear understanding of critical success factors in executive education can help focused design, post-training support to ensure better knowledge transfer. Originality/value – The study expands the knowledge base, regarding transfer of learning specific to India, by focusing on executive education programs which are rapidly growing and receiving great attention in the workplace. This paper is an original research initiative of the research scholar done as part of a pilot study on his PhD thesis on transfer of learning.

Auditory Training to Improve Speech Perception and Self-Efficacy in Aging Adults

2020 ◽  
Vol 63 (4) ◽  
pp. 1270-1281
Author(s):  
Leah Fostick ◽  
Riki Taitelbaum-Swead ◽  
Shulamith Kreitler ◽  
Shelly Zokraut ◽  
Miriam Billig
Keyword(s):  
Speech Perception ◽  
Self Efficacy ◽  
Temporal Order Judgment ◽  
Auditory Training ◽  
Intensity Discrimination ◽  
Training Design ◽  
Auditory Temporal Processing ◽  
Temporal Properties ◽  
Computer Based ◽  
Aging Adults

Purpose Difficulty in understanding spoken speech is a common complaint among aging adults, even when hearing impairment is absent. Correlational studies point to a relationship between age, auditory temporal processing (ATP), and speech perception but cannot demonstrate causality unlike training studies. In the current study, we test (a) the causal relationship between a spatial–temporal ATP task (temporal order judgment [TOJ]) and speech perception among aging adults using a training design and (b) whether improvement in aging adult speech perception is accompanied by improved self-efficacy. Method Eighty-two participants aged 60–83 years were randomly assigned to a group receiving (a) ATP training (TOJ) over 14 days, (b) non-ATP training (intensity discrimination) over 14 days, or (c) no training. Results The data showed that TOJ training elicited improvement in all speech perception tests, which was accompanied by increased self-efficacy. Neither improvement in speech perception nor self-efficacy was evident following non-ATP training or no training. Conclusions There was no generalization of the improvement resulting from TOJ training to intensity discrimination or generalization of improvement resulting from intensity discrimination training to speech perception. These findings imply that the effect of TOJ training on speech perception is specific and such improvement is not simply the product of generally improved auditory perception. It provides support for the idea that temporal properties of speech are indeed crucial for speech perception. Clinically, the findings suggest that aging adults can be trained to improve their speech perception, specifically through computer-based auditory training, and this may improve perceived self-efficacy.

Effects of Using Mixed Reality With Coaching on the Interprofessional Communication Skills of Speech-Language Pathology Graduate Students

2021 ◽  
pp. 1-21
Author(s):  
Jacqueline A. Towson ◽  
Matthew S. Taylor ◽  
Diana L. Abarca ◽  
Claire Donehower Paul ◽  
Faith Ezekiel-Wilder
Keyword(s):  
Graduate Students ◽  
Self Efficacy ◽  
Mixed Reality ◽  
Role Play ◽  
Speech Language Pathology ◽  
Traditional Role ◽  
Allied Health Professionals ◽  
Interprofessional Communication ◽  
Language Pathology ◽  
The Individual

Purpose Communication between allied health professionals, teachers, and family members is a critical skill when addressing and providing for the individual needs of patients. Graduate students in speech-language pathology programs often have limited opportunities to practice these skills prior to or during externship placements. The purpose of this study was to research a mixed reality simulator as a viable option for speech-language pathology graduate students to practice interprofessional communication (IPC) skills delivering diagnostic information to different stakeholders compared to traditional role-play scenarios. Method Eighty graduate students ( N = 80) completing their third semester in one speech-language pathology program were randomly assigned to one of four conditions: mixed-reality simulation with and without coaching or role play with and without coaching. Data were collected on students' self-efficacy, IPC skills pre- and postintervention, and perceptions of the intervention. Results The students in the two coaching groups scored significantly higher than the students in the noncoaching groups on observed IPC skills. There were no significant differences in students' self-efficacy. Students' responses on social validity measures showed both interventions, including coaching, were acceptable and feasible. Conclusions Findings indicated that coaching paired with either mixed-reality simulation or role play are viable methods to target improvement of IPC skills for graduate students in speech-language pathology. These findings are particularly relevant given the recent approval for students to obtain clinical hours in simulated environments.

School-Based Speech-Language Pathologists' Perceived Self-Efficacy in Conducting Multidimensional Treatment With Children Who Stutter

2020 ◽  
Vol 51 (4) ◽  
pp. 1172-1186
Author(s):  
Carolina Beita-Ell ◽  
Michael P. Boyle
Keyword(s):  
Self Efficacy ◽  
Clinical Training ◽  
Online Survey ◽  
The United States ◽  
Comfort Level ◽  
Social Emotional ◽  
Speech Language Pathologists ◽  
Fluency Disorders ◽  
Cognitive Components ◽  
School Based

Purpose The purposes of this study were to examine the self-efficacy of school-based speech-language pathologists (SLPs) in conducting multidimensional treatment with children who stutter (CWS) and to identify correlates of self-efficacy in treating speech-related, social, emotional, and cognitive domains of stuttering. Method Three hundred twenty randomly selected school-based SLPs across the United States responded to an online survey that contained self-efficacy scales related to speech, social, emotional, and cognitive components of stuttering. These ratings were analyzed in relation to participants' beliefs about stuttering treatment and their comfort level in treating CWS, perceived success in therapy, and empathy levels, in addition to their academic and clinical training in fluency disorders as well as demographic information. Results Overall, SLPs reported moderate levels of self-efficacy on each self-efficacy scale and on a measure of total self-efficacy. Significant positive associations were observed between SLPs' self-efficacy perceptions and their comfort level in treating CWS, self-reported success in treatment, beliefs about the importance of multidimensional treatment, and self-reported empathy. There were some discrepancies between what SLPs believed was important to address in stuttering therapy and how they measured success in therapy. Conclusions Among school-based SLPs, self-efficacy for treating school-age CWS with a multidimensional approach appears stronger than previously reported; however, more progress in training and experience is needed for SLPs to feel highly self-efficacious in these areas. Continuing to improve clinician self-efficacy for stuttering treatment through improved academic training and increased clinical experiences should remain a high priority in order to enhance outcomes for CWS. Supplemental Material https://doi.org/10.23641/asha.12978194

Knowledge, Attitude, and Self-Efficacy in Asthma Self-Management and Quality of Life

2010 ◽  
pp. 1-6
Author(s):  
Carol A. Mancuso ◽  
Wendy Sayles ◽  
John P. Allegrante
Keyword(s):  
Quality Of Life ◽  
Self Efficacy ◽  
Self Management
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