About this paper

Appears in:
Page: 7253 (abstract only)
Publication year: 2017
ISBN: 978-84-697-6957-7
ISSN: 2340-1095
doi: 10.21125/iceri.2017.1937

Conference name: 10th annual International Conference of Education, Research and Innovation
Dates: 16-18 November, 2017
Location: Seville, Spain

CAN VIRTUAL PEERS PROVIDE SOCIAL SUPPORT FOR WEB-BASED LEARNING SELF-EFFICACY?

C. Poussa

The University of Nottingham (UNITED KINGDOM)
Students learning in blended learning and classroom environments benefit from social interaction and vicarious learning experience with their peers and tutors. In comparison, students learning via self-directed Web-based learning cannot benefit from these advantages and may feel isolated.

This research investigates if the presence of virtual persuasive agents presented as avatars, happy images and encouraging text can provide social support similar to real peers and improve students’ Web-based learning self-efficacy (WBLSE). This research also examines if low and high fidelity virtual persuasive agents can provide social support in a similar way.

This study uses Bandura’s (1982) self-efficacy theory as a framework for changing nursing students’ beliefs in using the Web for learning. The basis for including virtual persuasive agents in this research stems from the media equation theory (Reeves & Nass, 1996) which holds that Computers are Social Actors (CASA) and that people respond to Web-based media as if they were social actors.

Adopting the User-Centred Design approach, a bespoke Web-based training package was developed for changing pre-registration and post-registration nursing students’ WBLSE. In a quasi-experimental design, the package was delivered in three separate studies to different groups of pre-registration and post-registration nursing students. Several important findings contributed to the WBLSE body of knowledge. Overall, the training package was found to be effective with the nursing students’ WBLSE improving equally in the intervention groups in all studies. Pre-registration students showed the greatest improvement when learning by self-direction supported by virtual persuasive agents, whereas post-registration students improved when learning in a blended setting without their support. Low-fidelity virtual persuasive agents were sufficient in providing social support for pre-registration students in self-directed settings. The implications for Web-based learning in nurse education, research and practice are discussed.
@InProceedings{POUSSA2017CAN,
author = {Poussa, C.},
title = {CAN VIRTUAL PEERS PROVIDE SOCIAL SUPPORT FOR WEB-BASED LEARNING SELF-EFFICACY?},
series = {10th annual International Conference of Education, Research and Innovation},
booktitle = {ICERI2017 Proceedings},
isbn = {978-84-697-6957-7},
issn = {2340-1095},
doi = {10.21125/iceri.2017.1937},
url = {http://dx.doi.org/10.21125/iceri.2017.1937},
publisher = {IATED},
location = {Seville, Spain},
month = {16-18 November, 2017},
year = {2017},
pages = {7253}}
TY - CONF
AU - C. Poussa
TI - CAN VIRTUAL PEERS PROVIDE SOCIAL SUPPORT FOR WEB-BASED LEARNING SELF-EFFICACY?
SN - 978-84-697-6957-7/2340-1095
DO - 10.21125/iceri.2017.1937
PY - 2017
Y1 - 16-18 November, 2017
CI - Seville, Spain
JO - 10th annual International Conference of Education, Research and Innovation
JA - ICERI2017 Proceedings
SP - 7253
EP - 7253
ER -
C. Poussa (2017) CAN VIRTUAL PEERS PROVIDE SOCIAL SUPPORT FOR WEB-BASED LEARNING SELF-EFFICACY?, ICERI2017 Proceedings, p. 7253.
User:
Pass: