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Examining the Effect of Small Group Discussions and Question Prompts on Vicarious Learning Outcomes
ARTICLE

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Journal of Research on Technology in Education Volume 39, Number 1, ISSN 1539-1523

Abstract

This study investigated the effect of group discussions and question prompts on students' vicarious learning experiences. Vicarious experiences were delivered to 65 preservice teachers via VisionQuest, a Web site that provided examples of successful technology integration. A 2x2 factorial research design employed group discussions and question prompts as independent variables and students' perceptions of their competencies and self-efficacy for technology integration as dependent variables. While three of the four conditions showed significant increases in perceptions of knowledge and skills, ANOVA results showed no significant differences among treatments. It is speculated that additional conditions may have distracted students from the content/message of the teacher models highlighted on VisionQuest. (Contains 2 tables and 1 footnote.)

Citation

Lee, Y. & Ertmer, P.A. (2006). Examining the Effect of Small Group Discussions and Question Prompts on Vicarious Learning Outcomes. Journal of Research on Technology in Education, 39(1), 66-80. Retrieved June 18, 2019 from .

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