scholarly journals The feasibility of a student-centred approach to the presentation of vicarious experience information within online learning

2019 ◽  
Vol 11 (2) ◽  
pp. 3-18
Author(s):  
Natalie Wilde ◽  
Anne Hsu
Keyword(s):  
Online Learning ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
Vicarious Experience ◽  
Similarity Hypothesis ◽  
Model Observer ◽  
The Individual ◽  
Positive Effect

Abstract Previous researchers have emphasised the need for more student-centred approaches to online learning. This study presents and assesses the feasibility of a tailoring system, which adapts vicarious experience information to best benefit the learners’ self-efficacy (SE), based upon the model–observer similarity hypothesis. This hypothesis states that the benefit of vicarious experience information is positively correlated with the levels of similarity between the model within the information and the individual observing it. Participants took part in online learning, which included a set task. Before completing the set task, they were shown vicarious experience information in the form of a fictional testimonial from a previous individual who had completed the task. Participants were exposed to one of two types of testimonials: a testimonial chosen by the tailoring system to ensure high levels of model–observer similarity, or a generic testimonial. Overall, the results found that using a tailoring system to ensure high levels of model–observer similarity did result in the testimonial information having a more positive effect on an individual’s task-specific SE when compared to generic testimonial information. The results support the feasibility of tailoring within online learning to increase the effectiveness of testimonial information in increasing an individual’s efficacy beliefs.

Self-Efficacy Beliefs of Adult Learners Utilizing Information Communication Technologies

2010 ◽  
pp. 753-767
Author(s):  
Gregory C. Petty ◽  
Carol A. Carter
Keyword(s):  
Online Learning ◽  
Adult Learners ◽  
Self Efficacy ◽  
Communication Technologies ◽  
Educational Programs ◽  
Efficacy Beliefs ◽  
Information Communication Technologies ◽  
Information Communication ◽  
Personal Beliefs

The theory of self-efficacy has been shown to be a contributing factor to the success of adult learners’ in educational programs that utilize information communication technologies, specifically online learning. The determination of online learning self-efficacy is measured with the Tennessee Online Instruction Scale that measures self-efficacy beliefs using three factors of (1) internet; (2) collaborative/online learning, and (3) personal beliefs. It is the purpose of this chapter to help readers understand and use these findings that can contribute to the overall success of adult learners in an online environment. Included are summary results from Carol Carter’s 2004 dissertation on self-efficacy beliefs among college students.

scholarly journals PENGUATAN EFIKASI DIRI PADA PRIBADI INTROVERT

2021 ◽  
Vol 2 (1) ◽  
pp. 203-216
Author(s):  
Lukman Hakim
Keyword(s):  
Social Services ◽  
Self Efficacy ◽  
Public Speaking ◽  
Emotional States ◽  
Vicarious Experience ◽  
Verbal Persuasion ◽  
Mastery Experience ◽  
Training Activities ◽  
Positive Experiences ◽  
The Individual

This article aims to explain the concept of strengthening self-efficacy in individuals who experience personal introverts through a community approach. The offer of the concept of activities designed by the supervisor by reaching out to intellectual, humanist and religiosity activities by emphasizing three main aspects of the individual namely cognitive, effective and psychomotor. Whereas in self-efficacy, increasing activities are needed: positive experiences (Mastery experience), other people's experiences (Vicarious experience), verbal persuasion and physiological and emotional states. Then the supervisor's offer to improve introverted individual selfefficacy is; Effective communication training activities and public speaking training, Creating live maps and presenting live maps, Community service activities or social services, Regular Community meetings, and My Forum sharing activities

Training Bilingual Interpreters in Healthcare Settings

2022 ◽  
pp. 288-310
Author(s):  
Fernando Melero-García
Keyword(s):  
Online Learning ◽  
Social Presence ◽  
Self Efficacy ◽  
Online Teaching ◽  
Learning Experience ◽  
Efficacy Beliefs ◽  
National Standards ◽  
Teaching Presence ◽  
Healthcare Settings ◽  
Standards Of Practice

This chapter examines students' perceptions of their online learning experience in a healthcare interpreting course as well as their self-efficacy beliefs. The results suggest that teaching presence is essential in online learning, as students indicated that the feedback provided by the instructor were among the most helpful aspects of the course. Additionally, including activities that required learners to interact and collaborate throughout the semester was an effective way of creating social presence. Students specifically perceived that doing peer-evaluations with a classmate on a weekly basis helped them learn and increased their confidence. Regarding self-efficacy beliefs, by the end of the semester students considered that they can meet the requirements established in the National Standards of Practice for Interpreters in Health Care. Overall, a collaborative online environment was successfully created, and learners had a worthwhile learning experience. This study provides meaningful data that can inform future online teaching practices.

I Know I Can, But Can We?

2007 ◽  
Vol 38 (1) ◽  
pp. 130-155 ◽  
Author(s):  
Andrew M. Hardin ◽  
Mark A. Fuller ◽  
Robert M. Davison
Keyword(s):  
Virtual Teams ◽  
Self Efficacy ◽  
Virtual Team ◽  
The United States ◽  
Efficacy Beliefs ◽  
Future Research ◽  
Cultural Backgrounds ◽  
Team Members ◽  
Face To Face ◽  
The Individual

Given the growing use of global virtual teams, one important factor to consider when examining team performance is the cultural backgrounds of the dispersed team members. Two hundred forty-three team members from universities in the United States and Hong Kong were administered three survey questionnaires during a series of virtual team projects. Results revealed that regardless of cultural background, team members reported less confidence in their ability to work in virtual team environments than traditional face-to-face environments and that team members from individualistic cultures reported higher self-efficacy beliefs (both group self-efficacy and virtual team self-efficacy) than team members from collectivist cultures. Furthermore, when the reference for efficacy beliefs changed from the individual to the group, the magnitude of change was greater for the collectivist versus individualistic team members. Implications and future research are also discussed.

Multilevel study of factors for cultivating self-efficacy in the online game industry

2017 ◽  
Vol 25 (5) ◽  
pp. 672-694
Author(s):  
Chia-Ying Li ◽  
Chiun-Yi Tsai
Keyword(s):  
Self Efficacy ◽  
Affective Commitment ◽  
Efficacy Beliefs ◽  
Mediating Effect ◽  
Mediation Effect ◽  
Theoretical Development ◽  
Learning Orientation ◽  
Group Efficacy ◽  
The Individual ◽  
The Relationship

AbstractSelf-efficacy is not a phenomenon solely applicable to the individual; it may be applicable to several levels within an organisation. Although the theoretical development of efficacy beliefs has been discussed, few studies have investigated how to enhance self-efficacy through individual motivation or management policies. After collecting data from 414 employees of 38 research and development teams, multilevel analyses are conducted to empirically integrate efficacy beliefs at the individual and team levels in a moderated mediation model. The results indicate that self-efficacy mediates the effects of both learning orientation and affective commitment on group efficacy, which further facilitates innovation effectiveness. Training not only affects self-efficacy, but also moderates the mediation effect of self-efficacy on the relationship between learning orientation and group efficacy. Moreover, goal clarity moderates the mediating effect of self-efficacy on the relationship between affective commitment and group efficacy.

The Transformative Capacity of Telementoring on Self-efficacy Beliefs

2010 ◽  
pp. 72-88
Author(s):  
Deborah A. Scigliano
Keyword(s):  
Best Practices ◽  
Self Efficacy ◽  
Research Study ◽  
Physiological State ◽  
Efficacy Beliefs ◽  
Vicarious Experience ◽  
Pragmatic Approach ◽  
Verbal Persuasion ◽  
Transformative Capacity ◽  
Mastery Experience

This chapter focuses on the intentional design of telementoring projects to enhance self-efficacy beliefs. The emphasis is on a pragmatic approach to design. Self-efficacy is defined and its importance is detailed. Intentional design which focuses upon addressing the four influences on efficacy of mastery experience, vicarious experience, verbal persuasion, and physiological state is advocated. A design-based drama telementoring research study which employed the best practices of self-efficacy and telementoring research is examined. Capacity, illustrative vignettes, and design implications for each of the four influences on self-efficacy are discussed.

Age as Moderator of the Relationship Between Self-efficacy and Effort in Occupational Teams

2020 ◽  
Vol 6 (2) ◽  
pp. 118-129
Author(s):  
Laura U A Gärtner ◽  
Guido Hertel
Keyword(s):  
Self Efficacy ◽  
Efficacy Beliefs ◽  
Reconstruction Method ◽  
Specific Work ◽  
Moderation Effect ◽  
Individual Level ◽  
The Individual ◽  
The Relationship ◽  
Working Alone ◽  
Age Moderation

Abstract Demographic changes increase the age range in occupational teams, which has potential consequences for collaboration not only at the team level (age diversity) but also at the individual level regarding how much effort workers expend. By integrating a life span perspective into theories on effort expenditure in teams, we assumed that workers’ chronological age moderates the relationship between task-specific self-efficacy beliefs and effort expenditure in organizational teamwork. More specifically, we assumed that task-specific self-efficacy beliefs are more strongly related with effort for older as compared with younger team members. Hypotheses were tested in 2 online studies (N = 209 and 271 workers, respectively) using the event reconstruction method. Participants were instructed to reexperience specific work events from the last few days (Study 1: 2 teamwork events; Study 2: 1 teamwork event and 1 working-alone event) and to indicate their self-efficacy and effort expenditure in each event. Results of both studies showed the expected age moderation of the self-efficacy–effort link in team settings, whereas no such moderation was observed in working-alone settings in Study 2. Finally, Study 2 also showed a stronger age moderation effect in unfamiliar as compared with familiar tasks.

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