Examining the Effect of Small Group Discussions and Question Prompts on Vicarious Learning Outcomes
Journal of Research on Technology in Education Volume 39, Number 1, ISSN 1539-1523
This study investigated the effect of group discussions and question prompts on students' vicarious learning experiences. Vicarious experiences were delivered to 65 preservice teachers via VisionQuest, a Web site that provided examples of successful technology integration. A 2x2 factorial research design employed group discussions and question prompts as independent variables and students' perceptions of their competencies and self-efficacy for technology integration as dependent variables. While three of the four conditions showed significant increases in perceptions of knowledge and skills, ANOVA results showed no significant differences among treatments. It is speculated that additional conditions may have distracted students from the content/message of the teacher models highlighted on VisionQuest. (Contains 2 tables and 1 footnote.)
Lee, Y. & Ertmer, P.A. (2006). Examining the Effect of Small Group Discussions and Question Prompts on Vicarious Learning Outcomes. Journal of Research on Technology in Education, 39(1), 66-80.
Cited ByView References & Citations Map
Development of Pedagogical Technology Integration Content Knowledge in Preparing Mathematics Preservice Teachers: The Role of Instructional Case Analyses and Reflection
Wanjira Kinuthia, Laurie Brantley-Dias & Pier Angeli Junor Clarke, Georgia State University, United States
Journal of Technology and Teacher Education Vol. 18, No. 4 (October 2010) pp. 645–669
Chrystalla Mouza & Wilkey Wong, University of Delaware, United States
Journal of Technology and Teacher Education Vol. 17, No. 2 (April 2009) pp. 175–202
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact firstname.lastname@example.org.