Exploring the antecedents of team performance in collaborative learning of computer software

Authors:
Meng-Hsiang Hsu;Irene Ya-Ling Chen;Chao-Min Chiu;Teresa L. Ju
Affiliations:
Department of Information Management, National Kaohsiung First University of Science and Technology, Kaohsiung, Taiwan, ROC;Graduate Institute of Management, National Kaohsiung First University of Science and Technology, Kaohsiung, Taiwan, ROC;Department of Information Management, National Central University, Chungli, Taiwan, ROC;Department of Information Management, Shu-Te University, Kaohsiung, Taiwan, ROC
Venue:
Computers & Education
Year:
2007

Citing 10
Cited 9

A social cognitive theory perspective on individual reactions to computing technology

ICIS '91 Proceedings of the twelfth international conference on Information systems
Computer-mediated collaborative learning: an empirical evaluation

MIS Quarterly
Computer self-efficacy: development of a measure and initial test

MIS Quarterly
Using IT to reengineer business education: an exploratory investigation of collaborative telelearning

MIS Quarterly - Special issue on IS curricula and pedagogy
Issues and opinion on structural equation modeling

MIS Quarterly
Motivating online performance

Social Science Computer Review
The Multilevel and Multifaceted Character of Computer Self-Efficacy: Toward Clarification of the Construct and An Integrative Framework for Research

Information Systems Research
Research Report: The Role of Behavioral Modeling in Computer Skills Acquisition: Toward Refinement of the Model

Information Systems Research
Research Report: The Evolving Relationship Between General and Specific Computer Self-Efficacy--An Empirical Assessment

Information Systems Research
Internet self-efficacy and electronic service acceptance

Decision Support Systems

Knowledge sharing behavior in virtual communities: The relationship between trust, self-efficacy, and outcome expectations

International Journal of Human-Computer Studies
Design on Collaborative Virtual Learning Community and Learning Process Visualization

ICWL '08 Proceedings of the 7th international conference on Advances in Web Based Learning
A demands-resources model of work pressure in IT student task groups

Computers & Education
Comparison of students' satisfaction and dissatisfaction factors in different classroom types in higher education

ICHL'10 Proceedings of the Third international conference on Hybrid learning
The acceptance and use of computer based assessment

Computers & Education
Computer based assessment: Gender differences in perceptions and acceptance

Computers in Human Behavior
Rolling: A new technique for the practical teaching in computer science university degree

Education and Information Technologies
The effect of emotional feedback on behavioral intention to use computer based assessment

Computers & Education
The relationships among group size, participation, and performance of programming language learning supported with online forums

Computers & Education

Quantified Score

Hi-index	0.00

Visualization

Abstract

As teamwork becomes common in computer software learning, there is an increasing need to study factors contributing to team performance. To this pursuit, the concept of collective efficacy offers great potential to researchers of information systems (IS). Drawing upon social cognitive theory (SCT), this study examines the relationships among computer collective efficacy (CCE), outcome expectations and team performance in the context of collaborative learning. Computer collective efficacy is further divided into two constructs, general CCE and specific CCE. Their causal relationships with two other constructs, performance and outcome expectations, are then investigated using longitudinal data collected from 188 groups of students of an 18-week computer software course. The results indicate that a team's software learning performance is strongly influenced by specific CCE and outcome expectations, which in turn are influenced by prior performance and general CCE. Finally, prior performance of a group has no direct impact on its subsequent performance.