The Feasibility of a Student-Centred Approach to the Presentation of Vicarious Experience Information within Online Learning

Autor/inn/en	Wilde, Natalie; Hsu, Anne
Titel	The Feasibility of a Student-Centred Approach to the Presentation of Vicarious Experience Information within Online Learning
Quelle	In: Research on Education and Media, 11 (2019) 2, S.3-18 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2037-0849
Schlagwörter	Student Centered Learning; Electronic Learning; Self Efficacy; Instructional Effectiveness; Individual Characteristics; Career Planning; Work Experience; Computer Assisted Instruction; Observation; Models; College Students + Suchen Sie Ihr Suchwort? Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Self-efficacy; Selbstwirksamkeit; Unterrichtserfolg; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Karriereplanung; Employment experience; Job experience; Occupational experience; Berufserfahrung; Computer based training; Computerunterstützter Unterricht; Beobachtung; Analogiemodell; Collegestudent
Abstract	Previous researchers have emphasised the need for more student-centred approaches to online learning. This study presents and assesses the feasibility of a tailoring system, which adapts vicarious experience information to best benefit the learners' self-efficacy (SE), based upon the model-observer similarity hypothesis. This hypothesis states that the benefit of vicarious experience information is positively correlated with the levels of similarity between the model within the information and the individual observing it. Participants took part in online learning, which included a set task. Before completing the set task, they were shown vicarious experience information in the form of a fictional testimonial from a previous individual who had completed the task. Participants were exposed to one of two types of testimonials: a testimonial chosen by the tailoring system to ensure high levels of model-observer similarity, or a generic testimonial. Overall, the results found that using a tailoring system to ensure high levels of model-observer similarity did result in the testimonial information having a more positive effect on an individual's task-specific SE when compared to generic testimonial information. The results support the feasibility of tailoring within online learning to increase the effectiveness of testimonial information in increasing an individual's efficacy beliefs. (As Provided).
Anmerkungen	Sciendo, a company of De Gruyter Poland. 32 Zuga Street, 01-811 Warsaw, Poland. Tel: +48-22-701-5015; e-mail: info@sciendo.com; Web site: https://www.sciendo.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01