A1 Refereed original research article in a scientific journal
Effects of computer support, collaboration, and time lag on performance self-efficacy and transfer of training – A longitudinal meta-analysis
Subtitle: A longitudinal meta-analysis
Authors: Gegenfurtner A, Veermans K, Vauras M
Publisher: Elsevier BV
Publication year: 2013
Journal: Educational Research Review
Journal name in source: EDUCATIONAL RESEARCH REVIEW
Journal acronym: EDUC RES REV-NETH
Volume: 8
First page : 75
Last page: 89
Number of pages: 15
ISSN: 1747-938X
eISSN: 1747-938X
DOI: https://doi.org/10.1016/j.edurev.2012.04.001
Abstract
This meta-analysis (29 studies, k = 33, N = 4158) examined the longitudinal development of the relationship between performance self-efficacy and transfer before and after training. A specific focus was on training programs that afforded varying degrees of computer-supported collaborative learning (CSCL). Consistent with social cognitive theory, results suggested positive population correlation estimates between self-efficacy and transfer before (rho = 0.31) and after (rho = 0.39) training, and thus a small but positive increase. Three boundary conditions were estimated. First, effect sizes were higher in trainings with rather than without computer support. Second, effect sizes were higher in trainings without rather than with collaboration. Third, time lag had marginal effects. 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. (C) 2012 Elsevier Ltd. All rights reserved.
This meta-analysis (29 studies, k = 33, N = 4158) examined the longitudinal development of the relationship between performance self-efficacy and transfer before and after training. A specific focus was on training programs that afforded varying degrees of computer-supported collaborative learning (CSCL). Consistent with social cognitive theory, results suggested positive population correlation estimates between self-efficacy and transfer before (rho = 0.31) and after (rho = 0.39) training, and thus a small but positive increase. Three boundary conditions were estimated. First, effect sizes were higher in trainings with rather than without computer support. Second, effect sizes were higher in trainings without rather than with collaboration. Third, time lag had marginal effects. 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. (C) 2012 Elsevier Ltd. All rights reserved.
UTU Research Portal