Abstract
There is an implicit assumption in learning research that students learn more deeply in complex social and technological environments. Deep learning, in turn, is associated with higher degrees of students’ self-efficacy and transfer of learning. The present meta-analysis tested this assumption. Based on social cognitive theory, results suggested positive population correlation estimates between post-training self-efficacy and transfer. Results also showed that effect sizes were higher in trainings with rather than without computer support, and higher in trainings without rather than with collaboration. These findings are discussed in terms of their implications for theories of complex social and computer-mediated learning environments and their practical significance for scaffolding technology-enhanced learning and interaction.KeywordsComputer-supported collaborative learningself-efficacytransfer of learningtrainingmeta-analytic moderator estimation
Published Version
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