Effects of Computer Support, Collaboration, and Time Lag on Performance Self-Efficacy and Transfer of Training: A Longitudinal Meta-Analysis

Autor/inn/en	Gegenfurtner, Andreas; Veermans, Koen; Vauras, Marja
Titel	Effects of Computer Support, Collaboration, and Time Lag on Performance Self-Efficacy and Transfer of Training: A Longitudinal Meta-Analysis
Quelle	In: Educational Research Review, 8 (2013), S.75-89 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1747-938X
DOI	10.1016/j.edurev.2012.04.001
Schlagwörter	Computer Assisted Instruction; Self Efficacy; Epistemology; Effect Size; Transfer of Training; Longitudinal Studies; Meta Analysis; Time Factors (Learning); Research Reports; Cooperative Learning; Social Environment; Statistical Analysis; Instructional Effectiveness; Learning Processes; Educational Psychology + Suchen Sie Ihr Suchwort? Computer based training; Computerunterstützter Unterricht; Self-efficacy; Selbstwirksamkeit; Erkenntnistheorie; Training; Transfer; Ausbildung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Meta-analysis; Metaanalyse; Research report; Forschungsbericht; Kooperatives Lernen; Soziales Umfeld; Statistische Analyse; Unterrichtserfolg; Learning process; Lernprozess; Erziehungspsychologie; Pädagogische Psychologie
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. (Contains 5 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10