Application of computer-mediated communication on teacher efficacy during school-based field experience

Liaw, En-Chong

doi:10.1016/j.tate.2017.03.002

Cited by 11 publications

(7 citation statements)

References 22 publications

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“…Some benefits are logistical. MALT allows for asynchronous learning (Liaw 2017), which also increases student independence Lee and Martin 2020). This increases classroom efficiency, allowing teachers to focus on more advanced lessons.…”

Section: Discussion On Malt Integrationmentioning

confidence: 99%

Mobile-Assisted Language Teaching: A Systematic Review with Implications for Southeast Asia

Maliphol¹

2022

JSAE

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Like the rest of the world, COVID-19 created a sudden move to online modes of learning in Southeast Asia that highlights the need for updated teacher training to adopt computerand mobile-assisted learning/teaching techniques. The changes in technology provide a multimedia platform that revolutionizes how people can interact through ICT, including for education. The results of mobile-assisted language learning (MALL) on student performance have not been overwhelmingly positive. Yet, the use of technology-based instruction tools seems inevitable. The proliferation of ICT technologies including Internet, broadband, and mobile technologies will continue to increase and offer advantages to tap into. How are teachers-the workers in the educational service sector-affected by technological change? Education systems in Southeast Asia can benefit from mobile-assisted language teaching (MALT) in ways that address the specific obstacles that are faced by countries in the region. This systematic review considers the topics that have been covered in the literature on MALT for content analysis. The implications will be considered for educational contexts in Southeast Asia. The different strategies that are employed with ICT and/or mobile technology differ from traditional classroom learning. The findings of the systematic review suggest that the existing research is constrained by the type of technologies studied, with a bias towards existing technologies.

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Section: Discussion On Malt Integrationmentioning

confidence: 99%

Mobile-Assisted Language Teaching: A Systematic Review with Implications for Southeast Asia

Maliphol¹

2022

JSAE

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“…Mastery experiences take place whenever someone gains operational experience by doing something 2 . In teacher education, mastery experiences may be teaching experiences in internships for pre-service teachers (e.g., Knoblauch & Chase, 2015;Liaw, 2017) or role plays in seminars for in-service teachers (e.g., Aasheim et al, 2020;Dicke, Elling, et al, 2015), for example. Individuals have vicarious experiences whenever they observe a model doing something, for example, pre-service teachers watching classroom videos (e.g., Bowlin et al, 2015;Kumschick et al, 2017;Thiel et al, 2020) or in-service teachers observing their colleagues or experts (e.g., Schipper et al, 2020;Tschannen-Moran & McMaster, 2009;Vansteelandt et al, 2020).…”

Section: Promoting Teacher Self-efficacy Through the Four Sources Of ...mentioning

confidence: 99%

“Yes, I can!” A Systematic Review and Meta-Analysis of Intervention Studies Promoting Teacher Self-Efficacy

Täschner,

Dicke,

Reinhold

et al. 2023

Preprint

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A high level of teacher self-efficacy is considered to be important for a successful and healthy teaching career. This pre-registered meta-analysis focuses on whether and to what degree interventions can promote teacher self-efficacy. We included 115 studies representing 11,284 pre-service and in-service teachers in our meta-analysis. Interventions had a significant, positive effect on the promotion of teachers’ self-efficacy (g = 0.47, RVE SE = 0.04, CI = [0.40, 0.54]) with no significant differences between pre- and in-service teachers. A fine-grained coding and systematic review of the targeted sources of self-efficacy according to Bandura’s socio-cognitive theory revealed that overall interventions including mastery experiences did not significantly differ from those without. However, for pre-service teachers, interventions targeting only mastery experiences were the most successful (g = 0.62, RVE SE = 0.11, CI = [0.35, 0.88]). Based on further moderator analyses, we recommend interventions to integrate reflective elements. Finally, future research should apply stricter study designs and more detailed intervention descriptions.

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“…Sehingga dengan menggunakan program CBT ini, pendidik atau pembuat tes bisa memperoleh keuntungan lebih dibandingkan hanya mengidentifikasi hasil yang diperoleh saja. Program ini juga bisa menjadi indikator sejauhmana pendidik memiliki kemampuan dan pengetahuan teknologi yang canggih, sehingga mampu meningkatkan efikasi dirinya dalam mendidik (Liaw, 2017).…”

Section: Gambar 1 Signifikansi Mata Kuliah Metodologiunclassified

Penerapan Analisis Teori Klasik Model Rasch dan Computer Based Test Moodle: Sebuah Pilot Studi

Ramdani

Widyastuti

Ferdian

2019

IJEA

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Keberhasilan dalam sebuah proses pembelajaran ditentukan oleh penggunaan media dan teknologi yang sesuai. Model Tes Berbasis Komputer Moodle merupakan suatu strategi evaluasi yang digunakan untuk menentukan kapasitas dan kompetensi siswa lebih cepat dan lebih efisien. Studi deskriptif dilakukan terhadap 122 mahasiswa yang mengambil mata kuliah metodologi penelitian dengan menggunakan program tersebut. Hasil menunjukkan bahwa tidak terdapat banyak perbedaan secara statistik dengan menggunakan pendekatan klasik. Selain itu, analisis dengan menggunakan Model Rasch juga tidak banyak berbeda dengan analisis sebelumnya tetapi Model Rasch ini mampu melihat secara spesifik persentase kemampuan siswa dengan aitem, beserta aktivitas menebak jawaban tertentu. Skor dalam koefisien reliabilitas dan properti psikometri lainnya mengasumsikan bahwa model berbasis komputer ini efektif untuk melihat sejauhmana perubahan-perubahan dalam pembelajaran itu dapat dilihat. Hal lainnya yang juga ditemukan adalah bahwa faktor kesiapan dan pengetahuan siswa dalam menggunakan program komputer ini sama pentingnya dalam mendorong dan meningkatkan program dan kualitas pendidikan dengan model berbasis komputer ini.

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Application of computer-mediated communication on teacher efficacy during school-based field experience

Cited by 11 publications

References 22 publications

Mobile-Assisted Language Teaching: A Systematic Review with Implications for Southeast Asia

Mobile-Assisted Language Teaching: A Systematic Review with Implications for Southeast Asia

“Yes, I can!” A Systematic Review and Meta-Analysis of Intervention Studies Promoting Teacher Self-Efficacy

Penerapan Analisis Teori Klasik Model Rasch dan Computer Based Test Moodle: Sebuah Pilot Studi

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