Exploring students’ learning efficacy

Srivastava, Anugamini Priya; Babu, Vimal; Shetye, Swati Krutarth

doi:10.1108/ejtd-04-2019-0050

Cited by 6 publications

(5 citation statements)

References 58 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In the literature, these three variables, extra-role behaviors (Srivastava et al, 2019), the occupational resilience belief (Bowles & Arnup, 2016;Dönmez & Karasulu Kavuncuoğlu, 2019;Malcom, 2007), and the attitude toward the teaching profession (Abshir, 2020;Jahan, 2017;Melki & Bouzid, 2021) were analyzed separately. At the same time, it was determined that there are significant relationships between these variables (Dönmez & Karasulu Kavuncuoğlu, 2019;Maddi, 2002).…”

Section: Occupational Resilience Beliefmentioning

confidence: 99%

The relationship between attitudes toward the teaching profession, occupational resilience belief, and extra-role behavior: A moderated mediation model

Kara

Ada

2021

JPR

View full text Add to dashboard Cite

This study aims to examine the direct and indirect relationships between pre-service teachers' attitudes toward the teaching profession, their occupational resilience beliefs, and their tendency to engage in extrarole behaviors within the framework of structural equation modeling. A relational survey model was used to design this quantitative investigation. The sample comprises 430 pre-service teachers who enrolled at four different programs at a state university in Turkey. The study used the attitudes toward teaching profession scale, the occupational resilience beliefs scale for pre-service teachers, and the extra-role behaviors scale (teacher form) as data collection tools. The researchers created hypothesis models examining the mediating and moderated mediating role of the occupational resilience belief in the effect that attitudes toward the teaching profession have on extra-role behaviors and tested these models within the framework of structural equation modeling. As a result of the study, it was found that the relationship strength between the attitudes toward the teaching profession, the occupational resilience belief, and extra-role behaviors was moderate. The study determined that occupational resilience belief plays a mediating role in the effect of pre-service teachers' attitudes toward the teaching profession on extra-role behaviors. According to the results of the moderated mediation analysis, the influence of this indirect effect on extra-role behaviors varies according to the type of program studied, even though it does not differ significantly according to the class level of the pre-service teachers. This indirect effect is provided at the best level for pre-service teachers in the mathematics education program. However, the study concluded that the indirect effect influence significantly weakened in the Turkish education program.

show abstract

Section: Occupational Resilience Beliefmentioning

confidence: 99%

The relationship between attitudes toward the teaching profession, occupational resilience belief, and extra-role behavior: A moderated mediation model

Kara

Ada

2021

JPR

View full text Add to dashboard Cite

show abstract

“…The aim of this randomized controlled trial was to compare the learning efficacy of a traditional instructor-led lesson with that of a completely virtual, self-directed lesson in IVR applied to a course on basic US skills for final-year medical students. In this study, learning efficacy was defined as "the degree of confidence in application of skills and knowledge taught at a training session" (Srivastava et al 2019), specifically evaluated through the internationally approved Objective Structured Assessment of Ultrasound Skills (OSAUS) (Tolsgaard et al 2013).…”

Section: Introductionmentioning

confidence: 99%

Immersive Virtual Reality in Basic Point-of-Care Ultrasound Training: A Randomized Controlled Trial

Andersen¹,

Jensen²,

Konge³

et al. 2023

Ultrasound in Medicine & Biology

View full text Add to dashboard Cite

“…In the present study, we investigated the influence of AAR features in VR on learning efficacy of police officers. We defined learning efficacy as the trainees' level of confidence in the application of their acquired knowledge and skills in real-life situations (Srivastava et al, 2019).…”

Section: Discussionmentioning

confidence: 99%

“…(ii) "if one of the situations trained with this system occurs on-duty, I will be better able to master it," (iii) "thanks to the training in the virtual system, I will be able to handle demanding operational situations more safely in the future." These items were selected in accordance with the definition of learning efficacy -the participants' level of confidence in the application of their acquired knowledge and skills in real-life situations (Srivastava et al, 2019). Participants assessed these items on a 5-point Likert-type scale where 1 = extremely uncertain/strongly disagree and 5 = extremely certain/strongly agree.…”

Section: Learning Efficacymentioning

confidence: 99%

“…Whilst the present study design did not allow for the assessment of learning outcomes in on-duty situations, this study examined the police officers' learning efficacy. Learning efficacy refers to the trainees' level of confidence in the application of their acquired knowledge and skills in real-life situations (Srivastava et al, 2019). Learning efficacy has been shown to enhance engagement and motivation (Linnenbrink & Pintrich, 2003), and appears to be correlated with higher levels of performance (Klobas et al, 2007;Schunk, 1996).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Immersed in Training

Kleygrewe

View full text Add to dashboard Cite

The aim of this thesis was to gain insights into the implementation and application of VR training for police agencies. In current police training practices, police agencies employ scenario-based training to simulate on-duty tasks. While the use of scenario-based training allows trainees to prepare for on-duty situations in training, the organization and delivery of real-life scenario-based training is resource-intensive. Training technologies — particularly Virtual Reality (VR) — present a new training tool for scenario-based training. Immersive VR for police training allows police agencies to simulate a broad range of environments and scenarios without the need for specific training locations or props. In addition, VR allows police trainers to safely integrate vulnerable populations (e.g., children, animals, elderly) and high-risk material (e.g., explosives) in training. Specifically using full-body motion tracking, police officers can move about in the simulated environments and utilize their equipment (e.g., weapon belts) as they would in real-life training and on-duty. Research investigating the efficacy of VR is becoming more prevalent; nonetheless, the evidence on common training standards for the successful use of VR for police training is scarce. The studies presented capture VR police training from an interdisciplinary, context-dependent, and evidence-based perspective. Taken together, the chapters in this thesis highlight considerations and evidence-based guidelines for implementing and applying VR to existing police training. In this way, this thesis contributes to the advancement and innovation of police training practices.

show abstract

Exploring students’ learning efficacy

Cited by 6 publications

References 58 publications

The relationship between attitudes toward the teaching profession, occupational resilience belief, and extra-role behavior: A moderated mediation model

The relationship between attitudes toward the teaching profession, occupational resilience belief, and extra-role behavior: A moderated mediation model

Immersive Virtual Reality in Basic Point-of-Care Ultrasound Training: A Randomized Controlled Trial

Immersed in Training

Contact Info

Product

Resources

About