The influence of learning style and training method on self-efficacy and learning performance in WWW homepage design training

Chou, Huey-Wen; Wang, Tsung-Bin

doi:10.1016/s0268-4012(00)00040-2

Cited by 57 publications

(33 citation statements)

References 34 publications

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“…Entre os 30 artigos citados, três (10%) encontraram evidências de que homens, em algumas situações, apresentaram maiores níveis de AEC do que as mulheres (Chou & Wang, 2000;Durndell & Haag, 2002;Eastin & LaRose, 2000;Kagima & Hausafus, 2000).…”

Section: Principais Resultados Das Pesquisas Sobre Aecunclassified

“…Em pesquisas realizadas na área de TD&E, vários autores concordam que o estudo da AEC é uma característica individual relevante a ser considerada nas investigações sobre processos e resultados de situações de treinamento e ensino em que o computador é ferramenta essencial na aprendizagem (Chou & Wang, 2000). Compeau e Higgins (1995) indicaram que a percepção de uma pessoa sobre o grau de AEC afeta significativamente suas expectativas sobre o seu desempenho.…”

Section: Autoeficácia Segundo a Psicologia Socialunclassified

“…A escala de Torkzadeh et al (1999), adaptada da versão original de Murphy et al (1989), foi adotada em quatro publicações (13%). Os artigos que utilizaram a escala de Muphy et al (1989) apresentaram evidências de validade da escala, por meio de técnicas como análise fatorial exploratória (Torkzadeh et al1999e Barbeite & Weiss, 2004, análise fatorial confirmatória -LISREL (Torkzadeh et al, 2003) e análise da variância (Chou & Wang, 2000). Para maiores detalhes, ver Tabela 1.…”

Section: Aspectos Metodológicos Dos Estudosunclassified

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Autoeficácia no uso do computador em situações de aprendizagem: uma análise da literatura internacional

Guimarães¹,

Abbad

2015

Rev. Psicol., Organ. Trab

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Este artigo está licenciado sob uma licença Creative Commons Atribuição-NãoComercial 4.0 Internacional. Você tem direito de:Compartilhar -copiar e redistribuir o material em qualquer suporte ou formato.Adaptar -remixar, transformar, e criar a partir do material. De acordo com os termos seguintes:Atribuição -Você deve dar o crédito apropriado, prover um link para a licença e indicar se mudanças foram feitas. Você deve fazê-lo em qualquer circunstância razoável, mas de maneira alguma que sugira ao licenciante a apoiar você ou o seu uso Não Comercial -Você não pode usar o material para fins comerciais.Sem restrições adicionais -Você não pode aplicar termos jurídicos ou medidas de caráter tecnológico que restrinjam legalmente outros de fazerem algo que a licença permita.This article is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. You are free to:Share -copy and redistribute the material in any medium or format.Adapt -remix, transform, and build upon the material. Under the following terms:Attribution -You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.NonCommercial -You may not use the material for commercial purposes.No additional restrictions -You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits. Este trabalho apresenta uma revisão da literatura sobre a autoeficácia no uso do computador (AEC) e tem como objetivos analisar e comparar definições e escalas adotadas pelos autores e examinar os principais resultados dessas pesquisas. Autoeficácia no uso do computador refere-se à crença que um indivíduo tem sobre a sua própria capacidade de usar com sucesso o computador e seus recursos. Esse conceito é importante em estudos sobre educação e treinamento, pois tem se mostrado correlacionado positivamente com aprendizagem, transferência de treinamento, atitudes e nível de participação de estudantes e trabalhadores em cursos presenciais e a distância mediados por computador. A revisão da literatura abrangeu textos científicos publicados entre 1998 e 2011 em revistas com corpo editorial e revisão por pares, encontradas no PsycINFO, Web of Science, BVS Psicologia ULAPSI Brasil e Scielo. Foram analisados 30 artigos que aplicaram escalas de avaliação de AEC. Os estudos mostraram que: as escalas avaliam apenas força, uma das três dimensões de autoeficácia propostas por Bandura (1986); não há distinção clara entre autoeficácia específica e geral; AEC está correlacionada positivamente com importantes resultados como aprendizagem e atitudes de participantes de cursos que adotam computadores no ensino. Ao final do artigo é proposta uma agenda de pesquisa para aprimorar medidas de AEC e investigar a relação dessa variável com aprendizagem, ansiedade ou estresse vivenciado por aprendizes, atitudes de aceitação ou rejeição de tecnologias no uso de computadores e nova...

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Section: Principais Resultados Das Pesquisas Sobre Aecunclassified

Section: Autoeficácia Segundo a Psicologia Socialunclassified

Section: Aspectos Metodológicos Dos Estudosunclassified

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Autoeficácia no uso do computador em situações de aprendizagem: uma análise da literatura internacional

Guimarães¹,

Abbad

2015

Rev. Psicol., Organ. Trab

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“…This study focuses on learning in design education by using Kolb's learning styles and explores the relationship between learning styles, gender and academic performance. The learning styles according to Kolb's ELT are described as the individual's intellectual approach to the processing of information (Chou & Wang, 2000;Kolb & Kolb, 2005). Consequently, each child has a preferred way of perceiving, organising and retaining that is distinctive and consistent.…”

Section: Preschool Curriculum and Basic Design Educationmentioning

confidence: 99%

FORMakademisk 8-1 2015 THE WHOLE ISSUE

Reitan¹

2015

FormAkademisk

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in Oslo. The conference was a cooperative event between the Design Research Society (DRS) and the International Association of Universities and Schools of Design, Art and Media (CUMULUS), and hosted by the Faculty of Technology, Art and Design at HIOA. The theme for the conference was Design Learning for Tomorrow -Design Education from Kindergarten to PhD. The conference received an overwhelming response both ahead of the conference, with 225 admitted papers, and during the conference with 280 delegates from 43 countries listening to 165 presentations and having a good time in Oslo. The last day of the conference was the 17 th of May, Norway National Day, with traditional songs and a children's parade in the centre of Oslo.We see this positive response to the conference as a growing awareness of perceiving design in a broad interdisciplinary perspective in support for a better tomorrow. For years the Design Literacy Research Group, with a base at HIOA in Oslo, has promoted the idea that sustainable design solutions should include more than 'professional' designers; they should also include the general public as 'conscious' consumers and decision makers with responsibility for quality and longevity, as opposed to a 'throw-away' society. This is also the reason why the conference focused on design education from Kindergarten to PhD. This perspective was put forward as a contrast to most design education conferences where there is either a focus on design education for professionals or general education for children and non-designers. In the call for conference papers, we argued for a longitudinal perspective on design education where the education of professional designers is seen in relation to the general education of the public. This is becoming increasingly relevant as more decisions are being made on the basis of visual representations. We regard education at many different levels as important in securing a sustainable future for the design of everyday life solutions. For that, we need qualified and reflective decision makers with a consciousness for quality of design and solutions.Why have these issues of concern been so important for Norwegian researchers within this field? The answer goes back to the 1960 National Curriculum for primary and lower secondary schools in Norway, when art and crafts were merged into one subject. Currently, this subject includes art, architecture, design and visual communication. No other Nordic-or European-country seems to have developed a model similar to this. Today, we see the benefit of this merger where design is at the core of the subject for youngsters-building upon the best from art and the best from craft to become creative problem solvers and critical consumers. Hopefully we will soon see UNESCO or other organizations with responsibility for funding research recognize that we need more research and knowledge on what impacts design education from Kindergarten to PhD have on consumer habits and sustainable development at large. We hope that such projects are not far off...

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“…Moreover, self efficacy is an individual's belief about his or her capacity to mobilize the resources requisite for successful task performances (Bandura, 1986). According to social cognitive theory (Bandura, 1986), self efficacy is postulated to influence performance in interpersonal skills training (Gist, Stevens & Bavetta, 1991), in military training programs (Eden & Ravid, 1982;Tannenbaum & al, 1991), in computer software training (Gist, Schwoerer, & Rosen, 1989), and home page design training course ( Chau & Wang, 2000). Mathieu, Martineau, Jennifer & Tannenbaum (1993) found that individual antecedents of self efficacy (initial performance, achievement motivation and choice) influence self efficacy development.…”

Section: Self Efficacymentioning

confidence: 99%

Individual and Perceptual Characteristics Influences On E-Learning Outcomes

Mbarek¹

2011

CIBIMA

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This paper aims to study the influence of individual and perceptual characteristics on elearning outcomes. A conceptual model, based on the social cognitive theory, technology acceptance theory and training evaluation model, is developed and tested on 410 trainees, in Tunisian context. Data analysis conducted by structural equations shows the importance of motivation to learn, perceptual usefulness and ease of use as factors that influence e-learning outcomes.

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The influence of learning style and training method on self-efficacy and learning performance in WWW homepage design training

Cited by 57 publications

References 34 publications

Autoeficácia no uso do computador em situações de aprendizagem: uma análise da literatura internacional

Autoeficácia no uso do computador em situações de aprendizagem: uma análise da literatura internacional

FORMakademisk 8-1 2015 THE WHOLE ISSUE

Individual and Perceptual Characteristics Influences On E-Learning Outcomes

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