The correlation between epistemological beliefs and preferences toward Internet‐based learning environments

Tsai, Chin‐Chung; Chuang, Shih-Chyueh

doi:10.1111/j.1467-8535.2004.00442.x

Cited by 68 publications

(49 citation statements)

References 10 publications

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“…In addition, university students with more sophisticated epistemic beliefs were more likely to engage in discussion and communication activities on the Web (Bråten and Strømso 2006). Moreover, research has revealed an interplay between university students' epistemic beliefs and their preference for metacognitive aspects of the Internet learning environments: more constructivist-oriented beliefs were associated with a preference for higher-order metacognitive activities (Tsai and Chuang 2005). Furthermore, epistemic beliefs have been found to play a role in ''open-ended'' searching tasks, that is, tasks in which questions are less certain and answers more elaborated.…”

Section: Epistemic Beliefsmentioning

confidence: 96%

Searching the Web to learn about a controversial topic: are students epistemically active?

2009

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Students are making an increased use of the Web as a source for solving information problems for academic assignments. To extend current research about search behavior during navigation on the Web, this study examined whether students are able to spontaneously reflect, from an epistemic perspective, on the information accessed, and whether their epistemic metacognition is related to individual characteristics, such as prior knowledge of the topic and the need for cognition. In addition, we investigated whether Internet-based learning is influenced by the activation of spontaneous epistemic metacognition in the search context. Forty-six psychology and engineering university students were asked to research information about a controversial subject in order to write an essay. They were also asked to think aloud during their research. Both qualitative and quantitative analyses were performed. As revealed by their spontaneous reflections, all participants were epistemically active, although to different extents and levels. As expected, there was evidence that students activated beliefs about the four epistemic dimensions identified in the literature, especially about the credibility of an electronic source and the criteria for justification of knowledge. Prior knowledge was not related to activation of epistemic beliefs in the search context, while the need for cognition significantly associated with aspects of source and its content evaluation. Two patterns of epistemic metacognition were identified and they significantly influenced Internet-based learning. Students who spontaneously generated more sophisticated reflections about the sources as well as the information provided, outperformed students who were active only at the first epistemic level. Educational implications are drawn

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Section: Epistemic Beliefsmentioning

confidence: 96%

Searching the Web to learn about a controversial topic: are students epistemically active?

2009

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“…For example, Tsai and Chuang (2005) studied the correlation between epistemological beliefs and preferences toward Internet-based learning environments by administering questionnaires to 324 Taiwanese high school students. Results indicated that students holding constructivist-oriented beliefs tended to prefer Internet-based learning environments that fostered inquiry learning and reflective thinking.…”

Section: Learner Characteristicsmentioning

confidence: 99%

Social Learning Theory and Web-Based Learning Environments: A Review of Research and Discussion of Implications

Hill¹,

Song

West

2009

American Journal of Distance Education

196

100

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Abstract:Since the 1970s, cognitive psychological perspectives have dominated pedagogical frameworks and models for designing technology-mediated teaching and learning environments. More recently, social learning perspectives have received attention as viable or even desirable frames for research and practice related to teaching and learning, particularly in Web-based learning environments (WBLEs). In this article, the authors analyze these social learning perspectives and how they can be used in the design and implementation of online learning. This review and analysis of the research related to social learning perspectives on WBLEs provides several implications for future research and practice: (1) examining learners' individual characteristics in WBLEs, (2) identifying strategies for promoting social interaction in WBLEs, and (3) developing effective design principles for WBLEs.This article explores how social learning perspectives can be used in the design, development, and implementation of Web-based learning environments (WBLEs). The purposes of this article are (1) to review and analyze the literature of WBLEs from the perspective of social learning theory and (2) to provide suggestions for the design and development of WBLEs using the frame of social learning theory with implications for future research.To select literature sources for inclusion in our review, we searched major databases for peer-reviewed articles and their reference lists (e.g., ERIC, Correspondence should be sent to Janette R. Hill, University of Georgia, LEAP, River's Crossing, Athens, GA 30602. E-mail: janette@uga.edu SOCIAL LEARNING THEORY 89Education Abstracts), and reviewed the contents of the articles exploring issues related to social learning and online environments. From this pool, we selected those that were most current, exhibited sound research methodologies, and provided a general understanding of social learning in online learning situated primarily in a Web-based context. This process eliminated some studies that addressed online learning generally but not social learning theory factors specifically.For purposes of this article, we explored WBLEs set within a formal learning setting; informal learning environments (e.g., multiuser environments in which learning may occur as a result of interactions) are not included. We view WBLEs as settings that enable learners to interact and observe the results of their interactions while responding to and engaging with others, leading to a possible development of a more cohesive community of learners. Although there are many other useful formats for online learning, the focus of this article is on Web-based learning environments that are interactive in nature. APPLYING CONSTRUCTS FROM SOCIAL LEARNING THEORIES IN WBLEsSeveral factors influence teaching and learning per social learning perspectives: context, culture and community, and learner characteristics. In the following section, we present a description and related attributes, as well as a synthesis of WBLE research, to illustra...

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Section: Introductionmentioning

confidence: 98%

“…Tsai (2000b) and Tsai and Chuang (2005) showed that students' preferences toward learning environments were significantly related to their epistemological beliefs. Students who preferred more constructivist-oriented learning environments tended to hold more sophisticated epistemological (constructivist) beliefs (Tsai, 2000b;Tsai & Chuang, 2005), a finding likely consistent with that revealed by Windschitl and Andre (1998). Educators have concluded that learners' epistemological beliefs may affect their learning approaches, reasoning modes, and decisions when processing or acquiring information (Hofer, 2001;Hofer & Pintrich, 1997;Tsai, 1998Tsai, , 1999.…”

Section: Introductionmentioning

confidence: 98%

The interplay between different forms of CAI and students' preferences of learning environment in the secondary science class

Chang

Tsai

2005

Sci. Ed.

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This evaluation study investigated the effects of a teacher-centered versus student-centered computer-assisted instruction (CAI) on 10th graders' earth science student learning outcomes. This study also explored whether the effects of different forms of computer-assisted instruction (CAI) on student learning outcomes were influenced by student preferences of learning environment (PLE). A total of 347 10th-grade senior high school students participated in this nonequivalent control group quasiexperiment. During a one-week period, one group of students (n = 216) were taught by a teacher-centered CAI (TCCAI) model whereas the other group of students (n = 131) were subject to a student-centered CAI (SCCAI) method. Results showed that (a) no statistically significant difference on students' earth science achievement was found for either group; (b) TCCAI group had significantly better attitudes toward earth science than did the SCCAI group; furthermore (c) a significant PLE-treatment interaction was found on student attitudes toward the subject matter, where the teacher-centered instructional approach seemed to enhance more positive attitudes of less constructivist-oriented learning preferences students, whereas the student-centered method was more beneficial to more constructivist-oriented learning preferences students on their attitudes toward earth science in a computer-assisted learning environment.

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The correlation between epistemological beliefs and preferences toward Internet‐based learning environments

Cited by 68 publications

References 10 publications

Searching the Web to learn about a controversial topic: are students epistemically active?

Searching the Web to learn about a controversial topic: are students epistemically active?

Social Learning Theory and Web-Based Learning Environments: A Review of Research and Discussion of Implications

The interplay between different forms of CAI and students' preferences of learning environment in the secondary science class

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