Examining TML Collaborative Learning Outcome: Insights from the Social Cognitive Theory

• Main Authors: Hong-Ling Peng, 彭虹綾
• Other Authors: Tsai-Hsin Chu
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/77275561904681064982

碩士 === 國立東華大學 === 企業管理學系 === 94 === Recent TML (Technology Mediated Learning) research emphasizes the benefit of collaborative learning. However, researchers have no conclusion about whether TML collaborative learning could improve the learning effectiveness. To have a better understanding of the TML learning outcome, it needs an integrated consideration about how the technology and the instructional strategy could trigger the learner’s psychological learning processes and then result in the particular learning outcome (Alavi and Leidner 2001). This study extends Alavi and Leidner’s framework by social cognitive theory (SCT), which is concerned about the reciprocal influences among environment, person and behavior. With the lens of SCT, we can have a deeper investigation on the TML learning outcome and can clarify the inconsistent findings of current TML research. Our findings show that TML collaborative learning can improve learner's self-efficacy, outcome expectation and goal commitment, and then can bring about a better learning outcome. It is also proved that self-efficacy is the most important mediator to learning outcome. In addition, our findings show that high self-efficacy person will not decrease his or her learning performance as the learning method or the type of learning content is changed, but low self-efficacy one will. More specifically, for the low self-efficacy person, face-to-face collaborative learning is the better learning strategy in the TML environment.