Increasing the Impact of Vicarious Learning Experiences through the Use of Groups Discussions and Question Prompts

This study investigated the impact of group discussions and question prompts on students’ vicarious learning experiences. Vicarious experiences were delivered to 65 pre-service teachers via VisionQuest, a website that provided examples of successful technology integration. A 2×2 factorial research design employed group discussions and question prompts as independent variables and students’ perceptions of their competencies and selfefficacy for technology integration as dependent variables. While three of the four conditions showed significant increases in perceptions of knowledge and skills, ANOVA results showed no significant differences among treatments. It is speculated that additional conditions may have distracted students from the content/message of the teacher models highlighted on VisionQuest.