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Scoping the pedagogic relationship between self-efficacy and Web 2.0 technologies

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This article scopes the connections between the educational use of Web 2.0 technologies in social learning spaces, and the concept of individual self-efficacy. At issue is whether the individual learner can be empowered both in her/his engagement with a task based upon a perception that s/he will be successful and in taking action as a result. The key research focus is whether these web tools enhance personal, academic self-efficacy and subsequently individual agency. It is argued that the personal developments offered by these tools present opportunities for academics and learners to enhance their self-efficacy, to take action and to increase their capability for decision-making in the curriculum. The structuring of personalised and shared spaces in which individual users can come together to make decisions and act is a critical theme, and one which impacts participation.
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Keywords: Web 2.0; learner voice; self-efficacy; social learning theory

Document Type: Research Article

Affiliations: 1: Directorate of Library Services, De Montfort University, Leicester, UK 2: Faculty of Sciences, Staffordshire University, Stoke-on-Trent, UK

Publication date: September 1, 2010

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