Self-Efficacy in Instructional Technology Contexts
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Georgia Southern University faculty member Charles B. Hodges edited Self-Efficacy in Instructional Technology Contexts and co-authored a chapter titled, "Guided Reflective Journaling with Case-Based Instruction in a Dysphagia Course: Learner Self-Efficacy and Reaction."
Book Summary: This edited volume contains reports of current research, and literature reviews of research, involving self-efficacy in various instructional technology contexts. Chapter represent international perspectives across the broad areas of K-12 education, higher education, teacher self-efficacy, and learner self-efficacy to capture a diverse cross section of research on these topics. The book includes reviews of existing literature and reports of new research, thus creating a comprehensive resource for researchers and designers interested in this general topic. A system of peer review was implemented to select the work that appears in the book from a collection of author-submitted chapter proposals. The book is especially relevant to students and researchers in educational technology, instructional technology, instructional design, learning sciences, and educational psychology.
Springer International Publishing
ISBN for this edition (13-digit)