Exploring the roles of education and Internet search experience in students' Internet-specific epistemic beliefs

Yen Lin Chiu, Jyh Chong Liang, Chin Chung Tsai

Research output: Contribution to journalArticle

5 Citations (Scopus)

Abstract

The main purpose of this study was to explore the role of education and Internet search experience in students' Internet-specific epistemic beliefs while searching for course-related information on the Internet. The Chinese version of the Internet-Specific Epistemic Questionnaire (C-ISEQ) was utilized to evaluate participants' epistemic beliefs regarding the uncertainty, complicity, and source of Internet-based knowledge as well as the justification of Internet-based knowing. A total of 1070 students with educational levels ranging from junior high school to undergraduate were surveyed. Hierarchical regression analyses were conducted to examine the relationships of education and Internet search experience with students' Internet-specific epistemic beliefs. In addition, the interaction effect between years of education and Internet search experience was recruited in the regression model to explore its correlations with Internet-specific epistemic beliefs. The results showed that years of education were positively correlated to uncertainty and source of Internet-based knowledge as well as justification of Internet-based knowing. Also, Internet search experience had negative relations with uncertainty, complexity and source of Internet-based knowledge; however, it was positively related to justification of Internet-based knowing. In addition, the interaction effect between years of education and Internet search experience was significantly linked to justification of Internet-based knowing. The results of this study highlight the importance of education in students' development of Internet-specific epistemic beliefs. Implications for further research and Internet-based instruction are discussed.

Original languageEnglish
Pages (from-to)286-291
Number of pages6
JournalComputers in Human Behavior
Volume62
DOIs
Publication statusPublished - 2016 Sep 1

Fingerprint

Internet
Education
Students
World Wide Web
Uncertainty
Complicity

Keywords

  • Internet experience
  • Internet-specific epistemic beliefs
  • Key words Years of education
  • Online information search

ASJC Scopus subject areas

  • Arts and Humanities (miscellaneous)
  • Human-Computer Interaction
  • Psychology(all)

Cite this

Exploring the roles of education and Internet search experience in students' Internet-specific epistemic beliefs. / Chiu, Yen Lin; Liang, Jyh Chong; Tsai, Chin Chung.

In: Computers in Human Behavior, Vol. 62, 01.09.2016, p. 286-291.

Research output: Contribution to journalArticle

@article{05df32ed260b4839817281480477b770,
title = "Exploring the roles of education and Internet search experience in students' Internet-specific epistemic beliefs",
abstract = "The main purpose of this study was to explore the role of education and Internet search experience in students' Internet-specific epistemic beliefs while searching for course-related information on the Internet. The Chinese version of the Internet-Specific Epistemic Questionnaire (C-ISEQ) was utilized to evaluate participants' epistemic beliefs regarding the uncertainty, complicity, and source of Internet-based knowledge as well as the justification of Internet-based knowing. A total of 1070 students with educational levels ranging from junior high school to undergraduate were surveyed. Hierarchical regression analyses were conducted to examine the relationships of education and Internet search experience with students' Internet-specific epistemic beliefs. In addition, the interaction effect between years of education and Internet search experience was recruited in the regression model to explore its correlations with Internet-specific epistemic beliefs. The results showed that years of education were positively correlated to uncertainty and source of Internet-based knowledge as well as justification of Internet-based knowing. Also, Internet search experience had negative relations with uncertainty, complexity and source of Internet-based knowledge; however, it was positively related to justification of Internet-based knowing. In addition, the interaction effect between years of education and Internet search experience was significantly linked to justification of Internet-based knowing. The results of this study highlight the importance of education in students' development of Internet-specific epistemic beliefs. Implications for further research and Internet-based instruction are discussed.",
keywords = "Internet experience, Internet-specific epistemic beliefs, Key words Years of education, Online information search",
author = "Chiu, {Yen Lin} and Liang, {Jyh Chong} and Tsai, {Chin Chung}",
year = "2016",
month = "9",
day = "1",
doi = "10.1016/j.chb.2016.03.091",
language = "English",
volume = "62",
pages = "286--291",
journal = "Computers in Human Behavior",
issn = "0747-5632",
publisher = "Elsevier Limited",

}

TY - JOUR

T1 - Exploring the roles of education and Internet search experience in students' Internet-specific epistemic beliefs

AU - Chiu, Yen Lin

AU - Liang, Jyh Chong

AU - Tsai, Chin Chung

PY - 2016/9/1

Y1 - 2016/9/1

N2 - The main purpose of this study was to explore the role of education and Internet search experience in students' Internet-specific epistemic beliefs while searching for course-related information on the Internet. The Chinese version of the Internet-Specific Epistemic Questionnaire (C-ISEQ) was utilized to evaluate participants' epistemic beliefs regarding the uncertainty, complicity, and source of Internet-based knowledge as well as the justification of Internet-based knowing. A total of 1070 students with educational levels ranging from junior high school to undergraduate were surveyed. Hierarchical regression analyses were conducted to examine the relationships of education and Internet search experience with students' Internet-specific epistemic beliefs. In addition, the interaction effect between years of education and Internet search experience was recruited in the regression model to explore its correlations with Internet-specific epistemic beliefs. The results showed that years of education were positively correlated to uncertainty and source of Internet-based knowledge as well as justification of Internet-based knowing. Also, Internet search experience had negative relations with uncertainty, complexity and source of Internet-based knowledge; however, it was positively related to justification of Internet-based knowing. In addition, the interaction effect between years of education and Internet search experience was significantly linked to justification of Internet-based knowing. The results of this study highlight the importance of education in students' development of Internet-specific epistemic beliefs. Implications for further research and Internet-based instruction are discussed.

AB - The main purpose of this study was to explore the role of education and Internet search experience in students' Internet-specific epistemic beliefs while searching for course-related information on the Internet. The Chinese version of the Internet-Specific Epistemic Questionnaire (C-ISEQ) was utilized to evaluate participants' epistemic beliefs regarding the uncertainty, complicity, and source of Internet-based knowledge as well as the justification of Internet-based knowing. A total of 1070 students with educational levels ranging from junior high school to undergraduate were surveyed. Hierarchical regression analyses were conducted to examine the relationships of education and Internet search experience with students' Internet-specific epistemic beliefs. In addition, the interaction effect between years of education and Internet search experience was recruited in the regression model to explore its correlations with Internet-specific epistemic beliefs. The results showed that years of education were positively correlated to uncertainty and source of Internet-based knowledge as well as justification of Internet-based knowing. Also, Internet search experience had negative relations with uncertainty, complexity and source of Internet-based knowledge; however, it was positively related to justification of Internet-based knowing. In addition, the interaction effect between years of education and Internet search experience was significantly linked to justification of Internet-based knowing. The results of this study highlight the importance of education in students' development of Internet-specific epistemic beliefs. Implications for further research and Internet-based instruction are discussed.

KW - Internet experience

KW - Internet-specific epistemic beliefs

KW - Key words Years of education

KW - Online information search

UR - http://www.scopus.com/inward/record.url?scp=84962771046&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84962771046&partnerID=8YFLogxK

U2 - 10.1016/j.chb.2016.03.091

DO - 10.1016/j.chb.2016.03.091

M3 - Article

AN - SCOPUS:84962771046

VL - 62

SP - 286

EP - 291

JO - Computers in Human Behavior

JF - Computers in Human Behavior

SN - 0747-5632

ER -