scholarly journals A Study of Effects of E-Learning Based Exploratory Education on Students’ Self-Efficacy and Interpersonal Relationship

2021 ◽  
Vol 72 ◽  
pp. 33-43
Author(s):  
Lingke KONG ◽  
Zhenlong CHU ◽  
You LI
Keyword(s):  
Education Reform ◽  
Self Efficacy ◽  
Formal Education ◽  
Life Experience ◽  
Interpersonal Relationship ◽  
Self Awareness ◽  
Balanced Development ◽  
Positive Effects ◽  
Excessive Competition ◽  
E Learning

Under constant education reform to cultivate students with transferable skills, it is necessary to effectively release excessive competition for school admission and guide normal teaching and balanced development of five ways of life. By re-positioning book knowledge as footprints commonly accumulated by humans, it might be able to recover current rigid education. Students should not be restrained from formal education, but should positively cultivate learning autonomy aiming at living to successfully seek for goals and ideal. Taking a university in Fujian Province as the empirical object, total 214 students are preceded the 15-week e-learning based exploratory education experiment (3 hours per week for total 45 hours). The research results show that exploratory education would affect self-efficacy, exploratory education would affect interpersonal relationship, and self-efficacy reveals significantly positive effects on interpersonal relationship. According to the results to propose suggestions, it is expected to help students discuss, communicate, establish goals, solve problems, and generate trust in the interaction process in learning activities as well as connect specific experience in activities with life experience, transfer and generate meanings, encourage adventure and self-challenge, self-awareness, and finally discover innovative thinking and new potential to generate the natural development for learning and change.

Identifying the Influential Factors of Knowledge Sharing in E-Learning 2.0 Systems

2020 ◽  
pp. 603-622
Author(s):  
Bing Wu
Keyword(s):  
Organizational Climate ◽  
Knowledge Sharing ◽  
Knowledge Creation ◽  
Self Efficacy ◽  
Structural Equation ◽  
Success Factors ◽  
Influential Factors ◽  
Perceived Usefulness ◽  
Positive Effects ◽  
E Learning

As the E-Learning 2.0 system is a tool to help members manage knowledge in an effective way, this study attempts to verify the constructs of knowledge creation self-efficacy, subjective norms, perceived usefulness, organizational climate, attitudes toward knowledge sharing and the intention to engage in knowledge sharing. A sample of 284 participants from companies in China that have already implemented E-Learning 2.0 systems participated in this study. Structural equation modeling is conducted to test the research hypotheses. Research results show that (1) Knowledge creation self-efficacy, perceived usefulness and organizational climates are found to have positive effects on the intentions toward knowledge sharing in E-Learning 2.0 systems; (2) Meanwhile, system success factors of communication quality and service quality are suggested to influence the perceived usefulness of E-Learning 2.0 systems; (3) As we expected, the intentions toward knowledge sharing in E-Learning 2.0 have positive effects on knowledge-sharing behavior. Therefore, by highlighting the role of the organizational climate, the findings of current research provide practical insights for understanding how organizations should reinforce fairness, innovativeness and affiliation to create a climate of reciprocity.

Interactive and non-interactive e-learning in prenatal care

2021 ◽  
Vol 29 (10) ◽  
pp. 564-570
Author(s):  
Mehrnaz Geranmayeh ◽  
Zinat Keshtkar Bareghany ◽  
Mitra Zolfghari ◽  
Farahnaz Azizi
Keyword(s):  
Prenatal Care ◽  
Online Education ◽  
Self Efficacy ◽  
Online Questionnaire ◽  
Post Intervention ◽  
Learning Group ◽  
Positive Effects ◽  
Chi Squared ◽  
Quasi Experimental ◽  
E Learning

Background/Aims Ongoing education of midwives plays a key role in high-quality prenatal care and pregnant women's health. In Iran, online education has received growing attention because of the COVID-19 pandemic. This study aimed to compare the effects of interactive and non-interactive e-learning on midwives' knowledge and self-efficacy. Methods This quasi-experimental study involved 76 midwives working in prenatal care in health centres who were randomly divided into two groups: interactive e-learning via computers and non-interactive e-learning via mobile applications. Knowledge and self-efficacy were measured pre- and post-intervention using an online questionnaire and differences were analysed using the chi-squared and t tests. Results Knowledge scores in nutrition, exercise, and overall care during pregnancy increased significantly in both groups in the post-intervention phase. Self-efficacy scores increased in exercise and overall care in the interactive e-learning group. The self-efficacy scores for all four studied items improved significantly in the smartphone group. The two groups' knowledge and self-efficacy scores were not significantly different post-intervention. Conclusions E-learning had positive effects on the knowledge and self-efficacy of midwives. The researchers suggest using these approaches alongside conventional in-service education methods.

Identifying the Influential Factors of Knowledge Sharing in E-Learning 2.0 Systems

2016 ◽  
Vol 12 (1) ◽  
pp. 85-102 ◽  
Author(s):  
Bing Wu
Keyword(s):  
Organizational Climate ◽  
Knowledge Sharing ◽  
Knowledge Creation ◽  
Self Efficacy ◽  
Structural Equation ◽  
Influential Factors ◽  
Perceived Usefulness ◽  
Equation Modeling ◽  
Positive Effects ◽  
E Learning

As the E-Learning 2.0 system is a tool to help members manage knowledge in an effective way, this study attempts to verify the constructs of knowledge creation self-efficacy, subjective norms, perceived usefulness, organizational climate, attitudes toward knowledge sharing and the intention to engage in knowledge sharing. A sample of 284 participants from companies in China that have already implemented E-Learning 2.0 systems participated in this study. Structural equation modeling is conducted to test the research hypotheses. Research results show that (1) Knowledge creation self-efficacy, perceived usefulness and organizational climates are found to have positive effects on the intentions toward knowledge sharing in E-Learning 2.0 systems; (2) Meanwhile, system success factors of communication quality and service quality are suggested to influence the perceived usefulness of E-Learning 2.0 systems; (3) As we expected, the intentions toward knowledge sharing in E-Learning 2.0 have positive effects on knowledge-sharing behavior. Therefore, by highlighting the role of the organizational climate, the findings of current research provide practical insights for understanding how organizations should reinforce fairness, innovativeness and affiliation to create a climate of reciprocity.

scholarly journals Analysis of Students’ e-Learning Styles and their Attitudes and Self-Efficacy Perceptions towards Distance Education

2021 ◽  
Vol 5 (4) ◽  
pp. 550-570
Author(s):  
Betul Ozaydin Ozkara ◽  
Emin Ibili
Keyword(s):  
Distance Education ◽  
Learning Styles ◽  
Learning Style ◽  
Self Efficacy ◽  
Formal Education ◽  
Strong Relationship ◽  
Education Students ◽  
E Learning ◽  
Students Attitudes ◽  
The Relationship

In this study, the effects of different variables such as age, gender, department and learning style on students’ e-learning styles, their attitudes towards e-learning and e-learning self-efficacy were investigated. In addition, the relationship between students’ e-learning styles, their attitudes towards e-learning and self-efficacy has been examined. In this context, the data were collected from 104 both distance education and formal education students. Results show that e-learning styles vary according to gender, age, type of education and department. The e-learning self-efficacy differs in department, age and type of education, but not in gender. The results also show that students’ attitudes towards e-learning differ in the way of learning, but not in age, gender and department. The results revealed that there was a positive relationship between students’ e-learning styles and self-efficacy while there was no relationship between e-learning and attitudes. Additionally, a strong relationship was found between students’ e-learning self-efficacy and their attitudes towards e-learning.

scholarly journals A Study on Information Multimedia Integrated Introductory Course of Internet of Vehicles to Students’ Self-Efficacy and Learning Effect

2019 ◽  
Vol 64 ◽  
pp. 223-234
Author(s):  
Yufeng CHEN ◽  
Zhengtao XIANG ◽  
Dengliang CHENG ◽  
Jieren XIE
Keyword(s):  
Information Technology ◽  
Education Reform ◽  
Self Efficacy ◽  
Learning Effect ◽  
Rapid Development ◽  
Teaching Quality ◽  
Multimedia Instruction ◽  
Positive Effects ◽  
Information Technology Education ◽  
Experimental Instruction

Along with the rapid development of information technology, the information technology education trend is emerged. The enhancement of quality becomes the cross-century direction of education reform. To grasp the trend of time and integrate information multimedia into traditional teaching courses for enhancing teaching quality are the primary issues for professional teachers. With an experimental design model, Total 100 students of Hubei University of Automotive Technology, as the research objects. The class is an 8-week experimental instruction every Thursday (32 hours in total, 16 hours in class, another 16 hours are for out-of-class activities). The research results reveal that information multimedia instruction shows higher self-efficacy than general instruction and achieves the significance, information multimedia instruction reveals higher learning effect than general instruction and reaches the significance, and self-efficacy appears notably positive effects on learning effect. According to the results to propose suggestions, it is expected, through the integration of information multimedia, to induce and maintain students’ interests in the curricula and even the willingness to make efforts towards the learning goal for better learning effect.

EASE (self-Efficacy, Assertiveness, Social support, self-awareness, hElpful thinking)

2019 ◽  
Author(s):  
Rosa Michaelis ◽  
Stephanie Meyer ◽  
Markus Reuber ◽  
Catrin Schöne
Keyword(s):  
Social Support ◽  
Self Efficacy ◽  
Self Awareness

LIFE SKILL EDUCATION:STASTUS, PRACTICE AND POLICY IN INDIA

2017 ◽  
Vol 4 (24) ◽  
Author(s):  
Geeta Shinde
Keyword(s):  
Human Life ◽  
Interpersonal Relationship ◽  
Self Awareness ◽  
Life Skill ◽  
Coping With Stress ◽  
Text Book ◽  
Policy Makers ◽  
Decision Making Problem ◽  
Literature Reviews ◽  
And Coping

Now a day’sparents, teachers,students,institutes,policy makers,and politicians also talking about life skills. They consider that “We should not give the only a text book knowledge to our child, we should provide them all skills which required for excellent life .If you want to say say I am human or we are social animals then you must acquire the skills which defined by the WHO.These are known as communication,critical thinking, creativity, self-awareness, decision making, problem solving,empathy, interpersonal relationship ,these all require for coping with stress and coping with emotions.This paper is focus based on literature reviews,how this skills are nurtured not only our education system overall human life. Along with trying to focus life skill policy and practices.

Effects of Compassion on Employees' Self-regulation

2016 ◽  
Vol 44 (7) ◽  
pp. 1173-1190 ◽  
Author(s):  
Hyung Jin Choi ◽  
Sangmin Lee ◽  
Se-Ri No ◽  
Eung Il Kim
Keyword(s):  
Theoretical Model ◽  
Self Efficacy ◽  
Negative Emotions ◽  
Self Regulation ◽  
Self Esteem ◽  
Workplace Deviance ◽  
Intention To Quit ◽  
Mediating Effects ◽  
Positive Effects ◽  
Dependent Variables

We examined how compassion can alleviate employees' negative emotions, behaviors, and thoughts. On the basis of self-regulatory resources theory, we hypothesized that there would be relationships between the 2 mediating variables of self-esteem and self-efficacy, and the dependent variables of anxiety, burnout, workplace deviance, and intention to quit. We collected data on these variables from 284 nurses, who work in a stressful job that necessitates compassion from colleagues, to test our theoretical model. The results revealed that compassion alleviated negative emotions (anxiety and burnout), behavior (workplace deviance), and thoughts (intention to quit), with both self-esteem and self-efficacy having mediating effects. Thus, we demonstrated the specific path through which compassion can have positive effects on an organization's employees. We discuss the observed relationship between compassion and self-regulation, and theoretical contributions regarding differences between self-esteem and self-efficacy, as well as between anxiety and burnout.

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