Conference paper 2012

How CSCL moderates the influence of self-efficacy on students' transfer of learning

GA
Gegenfurtner, Andreas
 VK
Veermans, Koen
 VM
Vauras, Marja M.S.
Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
Conference · Vol. 7563 LNCS · pp. 93-102
Abstract

There is an implicit assumption in learning research that students learn more deeply in complex social and technological environments. Deep learning, in turn, is associated with higher degrees of students' self-efficacy and transfer of learning. The present meta-analysis tested this assumption. Based on social cognitive theory, results suggested positive population correlation estimates between post-training self-efficacy and transfer. Results also showed that effect sizes were higher in trainings with rather than without computer support, and higher in trainings without rather than with collaboration. 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. © Springer-Verlag 2012.

Keywords

Author Keywords

Training self-efficacy Transfer of learning Computer-Supported Collaborative Learning Meta-analytic moderator estimation

Index Keywords

Engineering education Personnel training Students Self Efficacy Computer aided instruction Online systems transfer of learning Meta-analysis Deep learning Technology enhanced learning effect size Scaffolds Computer Supported Collaborative Learning Social Cognitive Theory Computer support Computer-mediated learning environments Technological environment
Author Affiliations
Technische Universität München, Munich, Bayern, Germany
Turun yliopisto, Turku, Southwest Finland, Finland
Funding & Acknowledgements
No funding information
References 10 References
1 Self Efficacy the Exercise of Control, (1997)
2 Gegenfurtner, Andreas, Motivation and transfer in professional training: A meta-analysis of the moderating effects of knowledge type, instruction, and assessment conditions, Educational Research Review, 6, 3, pp. 153-168, (2011)
3 Gegenfurtner, Andreas, Dimensions of Motivation to Transfer: A Longitudinal Analysis of Their Influence on Retention, Transfer, and Attitude Change, Vocations and Learning, 6, 2, pp. 187-205, (2013)
4 Cambridge Handbook of the Learning Sciences, (2006)
5 Segers, Mien S.R., Transfer of training: New conceptualizations through integrated research perspectives, Educational Research Review, 8, pp. 1-4, (2013)
6 Trost, Stewart Graeme, Correlates of adults' participation in physical activity: Review and update, Medicine and Science in Sports and Exercise, 34, 12, pp. 1996-2001, (2002)
7 Gegenfurtner, Andreas, Age-related differences in the relation between motivation to learn and transfer of training in adult continuing education, Contemporary Educational Psychology, 37, 1, pp. 33-46, (2012)
8 van Dinther, Mart, Factors affecting students' self-efficacy in higher education, Educational Research Review, 6, 2, pp. 95-108, (2011)
9 Gegenfurtner, Andreas, Effects of computer support, collaboration, and time lag on performance self-efficacy and transfer of training: A longitudinal meta-analysis, Educational Research Review, 8, pp. 75-89, (2013)
10 Handbook of Self Regulation, (2000)
Quick Actions
Full Text via DOI
Citation Metrics
0
Times Cited (Scopus)
References 10
Document Identifiers