Using asynchronous AV communication tools to increase academic self-efficacy
Computers & Education Volume 51, Number 4, ISSN 0360-1315 Publisher: Elsevier Ltd
Technology-enhanced learning environments (TELEs) deliver instructional content and provide an array of scaffolding features designed to support independent student learning. TELEs also support teacher efforts to guide student inquiry within these sometimes complex environments. Self-efficacy, defined by Bandura [Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior (Vol. 4, pp. 71–81). New York: Academic Press] as a person’s beliefs about his capabilities is also known to influence student academic performance in a learning environment. This paper discusses the potential importance of designing scaffolds in TELEs that intentionally promote academic self-efficacy. We advocate for designing asynchronous Audio/Visual tools into TELEs to promote student self-efficacy and ultimately performance.
Girasoli, A.J. & Hannafin, R.D. (2008). Using asynchronous AV communication tools to increase academic self-efficacy. Computers & Education, 51(4), 1676-1682. Elsevier Ltd.
- academic achievement
- academic performance
- Academic self-efficacy
- asynchronous communication
- Audiovisual Communications
- Computer Assisted Instruction
- computer mediated communication
- educational technology
- Scaffolding (Teaching Technique)
- Self Efficacy
- technology integration
- Virtual Classrooms
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Yu-Hui Ching & Yu-Chang Hsu, Boise State University, United States
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Pao-Ta Yu, Yuan-Hsun Liao, Ming-Hsiang Su, Po-Jen Cheng & Chun-Hsuan Pai, National Chung Cheng University
The International Review of Research in Open and Distributed Learning Vol. 13, No. 5 (Nov 08, 2012) pp. 20–38
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