DISCUSSION GROUPS AND MULTI-FORMATTED CONTENT DELIVERY IN AN ONLINE MODULE: EFFECT ON STUDENTS' SELF-EFFICACY.
The purpose of this study was to examine the effects of theoretically- guided, instructional design strategies in an online learning module that was implemented in four undergraduate sport management and recreation courses. The study was framed within Social Cognitive Theory, a well-studied model fo...
| Publicado en: | College Student Journal Vol. 54; no. 1; pp. 88 - 106 |
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| Formato: | Artículo |
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Project Innovation Austin LLC
Mar2020
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=142782719&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 142782719 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 01463934 CGL jtl: College Student Journal issn: 01463934 maglogo: N pubinfo: dt: Mar2020 vid: 54 iid: 1 pid: 72156 pub: Project Innovation Austin LLC artinfo: ui: 142782719 ppf: 88 ppct: 18 formats: fmt: @attributes: type: P size: 2.8MB tig: atl: DISCUSSION GROUPS AND MULTI-FORMATTED CONTENT DELIVERY IN AN ONLINE MODULE: EFFECT ON STUDENTS' SELF-EFFICACY. aug: au: MULVANEY, MICHAEL affil: Illinois State University su: Content delivery networks Distance education Psychology of Undergraduates Self-efficacy in students Sports administration sug: subj: Content delivery networks Distance education Psychology of Undergraduates Self-efficacy in students Sports administration ab: The purpose of this study was to examine the effects of theoretically- guided, instructional design strategies in an online learning module that was implemented in four undergraduate sport management and recreation courses. The study was framed within Social Cognitive Theory, a well-studied model for adult learning, and several instructional design hypotheses were examined. Using an experimental research design, the effects of online discussion groups and multiple formats on students' self-efficacy perceptions in an online learning module were examined. Results of the analyses indicated that the use of discussion groups produced significantly higher self-efficacy perceptions compared to the other instructional design strategies. Findings from the study are discussed. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of College Student Journal is the property of Project Innovation Austin LLC and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: College Student Journal holder: Project Innovation Austin LLC dt: @attributes: year: 2020 holdings: @attributes: islocal: N |
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