Multi-Level Analysis of Peer Support, Internet Self-Efficacy and E-Learning Outcomes--The Contextual Effects of Collectivism and Group Potency

Autor/inn/en	Chu, Regina Juchun; Chu, Anita Zichun
Titel	Multi-Level Analysis of Peer Support, Internet Self-Efficacy and E-Learning Outcomes--The Contextual Effects of Collectivism and Group Potency
Quelle	In: Computers & Education, 55 (2010) 1, S.145-154 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2009.12.011
Schlagwörter	Electronic Learning; Self Efficacy; Peer Relationship; Group Dynamics; Internet; Adult Students; Group Instruction; Adult Learning; Group Activities; Learning Processes; Academic Persistence; Participant Satisfaction; Student Attitudes; Instructional Effectiveness; Correlation; Cooperative Learning; Predictor Variables; Computer Mediated Communication; Web Based Instruction; Outcomes of Education + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Peer-Beziehungen; Gruppendynamik; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Gruppenunterricht; Adulte education; Adult training; Erwachsenenbildung; Gruppenaktivität; Learning process; Lernprozess; Schülerverhalten; Unterrichtserfolg; Korrelation; Kooperatives Lernen; Prädiktor; Computerkonferenz; Web Based Training; Lernleistung; Schulerfolg
Abstract	The present study intends to explore the role of collectivism and group potency at group level in predicting individual Internet self-efficacy (ISE) and individual e-learning outcomes for people aged over 45. Group learning has been widely discussed in the research into online formats. However, less study has been carried out about how collectivism and collective group potency affect individual learning decisions, especially using the technique of Hierarchical Linear Modeling (HLM) for cross-level analysis, which provides the solution of case dependency between group members. This study examines the mediation effects of ISE between peer support and e-learning outcomes. It also explores the contextual effects of group potency, and the moderation effects of collectivism and group potency at an individual level. The results show that ISE fully mediates the relationship between peer support and learners' persistence in e-learning, and partially mediates learners' perceived learning and satisfaction. It is noteworthy that the findings do not support direct group-level contextual effects of group potency. Instead, the results suggest that group potency moderates ISE-perceived learning and ISE-satisfaction relationships. On the other hand, collectivism also moderates the relationship between peer support and ISE. This study highlights the group-level effects of group potency, and suggests that adult educators design and deliver e-learning courses with an emphasis on facilitating group processes. (Contains 2 tables and 4 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10