Multi-level analysis of peer support, Internet self-efficacy and e-learning outcomes – The contextual effects of collectivism and group potency

2010 ◽  
Vol 55 (1) ◽  
pp. 145-154 ◽  
Author(s):  
Regina Juchun Chu ◽  
Anita Zichun Chu
Keyword(s):  
Learning Outcomes ◽  
Peer Support ◽  
Self Efficacy ◽  
Contextual Effects ◽  
Group Potency ◽  
E Learning ◽  
Multi Level ◽  
Level Analysis

scholarly journals Hubungan Efikasi Diri dan Motivasi Belajar Terhadap Hasil Belajar Berbasis E-Learning pada Mahasiswa Program Studi Pendidikan Matematika Universitas Flores

2020 ◽  
Vol 6 (2) ◽  
pp. 275
Author(s):  
Lely Suryani ◽  
Stefania Baptis Seto ◽  
Maria Goretty D. Bantas
Keyword(s):  
Learning Outcomes ◽  
Self Efficacy ◽  
Quantitative Research ◽  
Positive Impact ◽  
Pearson Correlation ◽  
Linear Regression Analysis ◽  
Positive Influence ◽  
Learning Motivation ◽  
Online Questionnaire ◽  
E Learning

The objective of this study is to explore the correlation between self-efficacy and learning motivation towards the learning outcomes based on e-learning among the 4th semester students of mathematics education program, Universitas Flores. The research method used in this study was quantitative research with Linear Regression Analysis use of SPPS involving 40 students of the 4th semester randomly chosen. Data were collected through online questionnaire with Google Form. The Kolmogorov-Smirnov analysis and hypothesis testing with Bivariate Pearson Correlation through SPSS were used. The findings showed that self-efficacy (X1) and learning motivation (X2) had a positive impact towards learning outcomes based on e-learning (Y), as a result from the correlation analysis from R for X1 against Y= 0.895 and X2 against Y=0.923, and significant value between X1 and X2 against Y resulted with (**). Therefore, there was a positive influence with 1% significant. In the other words, the more increase or the better the self-efficacy and learning motivation are, the more increase the learning outcomes from the students.

scholarly journals Effect of a metacognitive scaffolding on self-efficacy, metacognition, and achievement in e-learning environments

2019 ◽  
pp. 1-19
Keyword(s):  
Learning Environment ◽  
Learning Outcomes ◽  
Self Efficacy ◽  
Cognitive Styles ◽  
Public University ◽  
Learning Achievement ◽  
E Learning ◽  
Academic Self Efficacy ◽  
Metacognitive Scaffolding ◽  
Metacognitive Ability

The object of the present research is to study the effects of a metacognitive scaffolding on metacognition, academic self-efficacy, and learning achievement in students with different cognitive styles in the Field Dependence-Independence (FDI) dimension when learning math content in an e-learning environment. Sixty-seven (67) students of higher education from a public university of Bogotá, Colombia participated in the study. The research has an experimental design with two groups and posttest. One group of students interacted with an e-learning environment, which includes within its structure a metacognitive scaffolding. The other group interacted with an environment without scaffolding. Findings show that the scaffolding promotes significant differences in metacognitive ability, academic self-efficacy, and learning achievement. Similarly, the data show that students with different cognitive styles achieve equivalent learning outcomes.

A meta-analysis of gender differences in e-learning outcomes

2021 ◽  
Author(s):  
zhonggen yu
Keyword(s):  
Gender Differences ◽  
Learning Outcomes ◽  
Self Efficacy ◽  
Information Technologies ◽  
Meta Analysis ◽  
Rapid Development ◽  
Future Research ◽  
The World ◽  
The Usa ◽  
E Learning

Abstract The new century has been witnessing a rapid development of information technologies, along with which e-learning has been increasingly popularized especially in this special pandemic time. This study, including 20 high-quality publications, meta-analytically examined gender differences in e-learning outcomes, e.g. e-learners’ self-efficacy, satisfaction, motivation, attitude, and performance, across the world. The study concludes that there are generally no significant gender differences in e-learning outcomes except in a few countries. For example, females significantly outperformed males in Spain and the UK. In Austria, India, and mixed countries (Chile and Spain), females hold significantly more positive attitudes towards e-learning than males. In the USA, females present significantly higher self-efficacy than males. Future research into the gender issue in e-learning across the world may adopt cross-disciplinary research methods except for a meta-analysis.

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