<abstract xmlns="http://www.w3.org/1999/xhtml">Previous researchers have emphasised the need for more student-centred approaches to online learning. This study presents and assesses the feasibility of a tailoring system, which adapts vicarious experience information to best benefit the learners’ self-efficacy (SE), based upon the model–observer similarity hypothesis. This hypothesis states that the benefit of vicarious experience information is positively correlated with the levels of similarity between the model within the information and the individual observing it.Participants took part in online learning, which included a set task. Before completing the set task, they were shown vicarious experience information in the form of a fictional testimonial from a previous individual who had completed the task. Participants were exposed to one of two types of testimonials: a testimonial chosen by the tailoring system to ensure high levels of model–observer similarity, or a generic testimonial.Overall, the results found that using a tailoring system to ensure high levels of model–observer similarity did result in the testimonial information having a more positive effect on an individual’s task-specific SE when compared to generic testimonial information. The results support the feasibility of tailoring within online learning to increase the effectiveness of testimonial information in increasing an individual’s efficacy beliefs.</abstract>

Previous researchers have emphasised the need for more student-centred approaches to online learning. This study presents and assesses the feasibility of a tailoring system, which adapts vicarious experience information to best benefit the learners’ self-efficacy (SE), based upon the model–observer similarity hypothesis. This hypothesis states that the benefit of vicarious experience information is positively correlated with the levels of similarity between the model within the information and the individual observing it.Participants took part in online learning, which included a set task. Before completing the set task, they were shown vicarious experience information in the form of a fictional testimonial from a previous individual who had completed the task. Participants were exposed to one of two types of testimonials: a testimonial chosen by the tailoring system to ensure high levels of model–observer similarity, or a generic testimonial.Overall, the results found that using a tailoring system to ensure high levels of model–observer similarity did result in the testimonial information having a more positive effect on an individual’s task-specific SE when compared to generic testimonial information. The results support the feasibility of tailoring within online learning to increase the effectiveness of testimonial information in increasing an individual’s efficacy beliefs.

The feasibility of a student-centred approach to the presentation of vicarious experience information within online learning

Research on Education and Media

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Previous researchers have emphasised the need for more student-centred approaches to online learning. This study presents and assesses the feasibility of a...

The feasibility of a student-centred approach to the presentation of vicarious experience information within online learning

Publié en ligne: 27 juin 2020

Pages: 3 - 18

DOI: https://doi.org/10.2478/rem-2019-0017

Mots clés
learning processes, educational research, behaviour and personality, computer-assisted learning

© 2019 Natalie Wilde et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

The feasibility of a student-centred approach to the presentation of vicarious experience information within online learning

Publié en ligne: 27 juin 2020

Pages: 3 - 18

DOI: https://doi.org/10.2478/rem-2019-0017

Mots cléslearning processes, educational research, behaviour and personality, computer-assisted learning

© 2019 Natalie Wilde et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Mots clés
learning processes, educational research, behaviour and personality, computer-assisted learning