Scoping the Pedagogic Relationship between Self-Efficacy and Web 2.0 Technologies

Autor/inn/en	Hall, Richard; Hall, Melanie
Titel	Scoping the Pedagogic Relationship between Self-Efficacy and Web 2.0 Technologies
Quelle	In: Learning, Media and Technology, 35 (2010) 3, S.255-273 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1743-9884
Schlagwörter	Socialization; Self Efficacy; Individual Development; Decision Making; Higher Education; Technology Uses in Education; Foreign Countries; Feedback (Response); Evaluation; Motivation; Virtual Classrooms; Social Networks; Partnerships in Education; Educational Technology; United Kingdom + Suchen Sie Ihr Suchwort? Socialisation; Sozialisation; Self-efficacy; Selbstwirksamkeit; Individuelle Entwicklung; Decision-making; Entscheidungsfindung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Ausland; Evaluierung; psychologische; Motivation (psychologisch); Social network; Soziales Netzwerk; Hochschulpartnerschaft; Unterrichtsmedien; Großbritannien
Abstract	This article scopes the connections between the educational use of Web 2.0 technologies in social learning spaces, and the concept of individual self-efficacy. At issue is whether the individual learner can be empowered "both" in her/his engagement with a task based upon a perception that s/he will be successful "and" in taking action as a result. The key research focus is whether these web tools enhance personal, academic self-efficacy and subsequently individual agency. It is argued that the personal developments offered by these tools present opportunities for academics and learners to enhance their self-efficacy, to take action and to increase their capability for decision-making in the curriculum. The structuring of personalised and shared spaces in which individual users can come together to make decisions and act is a critical theme, and one which impacts participation. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10