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ERIC Number: EJ878008
Record Type: Journal
Publication Date: 2010-Aug
Pages: 10
Abstractor: As Provided
Reference Count: 0
ISSN: ISSN-0360-1315
Multi-Level Analysis of Peer Support, Internet Self-Efficacy and E-Learning Outcomes--The Contextual Effects of Collectivism and Group Potency
Chu, Regina Juchun; Chu, Anita Zichun
Computers & Education, v55 n1 p145-154 Aug 2010
The present study intends to explore the role of collectivism and group potency at group level in predicting individual Internet self-efficacy (ISE) and individual e-learning outcomes for people aged over 45. Group learning has been widely discussed in the research into online formats. However, less study has been carried out about how collectivism and collective group potency affect individual learning decisions, especially using the technique of Hierarchical Linear Modeling (HLM) for cross-level analysis, which provides the solution of case dependency between group members. This study examines the mediation effects of ISE between peer support and e-learning outcomes. It also explores the contextual effects of group potency, and the moderation effects of collectivism and group potency at an individual level. The results show that ISE fully mediates the relationship between peer support and learners' persistence in e-learning, and partially mediates learners' perceived learning and satisfaction. It is noteworthy that the findings do not support direct group-level contextual effects of group potency. Instead, the results suggest that group potency moderates ISE-perceived learning and ISE-satisfaction relationships. On the other hand, collectivism also moderates the relationship between peer support and ISE. This study highlights the group-level effects of group potency, and suggests that adult educators design and deliver e-learning courses with an emphasis on facilitating group processes. (Contains 2 tables and 4 figures.)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A