Internet self-efficacy and preferences toward constructivist Internet-based learning environments: A study of pre-school teachers in Taiwan

Jyh Chong Liang, Chin Chung Tsai

Research output: Contribution to journalArticle

61 Citations (Scopus)

Abstract

This study was conducted to explore the relationship between Internet self-efficacy and preferences toward constructivist Internet-based learning environments. The sample included 365 college students in Taiwan who all majored in early childhood care and pre-school education. Some of them were preservice pre-school teachers (n=185), and the rest of them were inservice pre-school teachers who pursued a degree for childhood care (n=180). Through analyzing student questionnaire responses, the findings revealed that general Internet self-efficacy might foster the preferences of constructivist Internet-based learning environments. In other words, when widely implementing constructivist Internet-based learning environments, a prerequisite may be the condition that the learners should have adequate general Internet self-efficacy. By using structural equation model (SEM), this study further investigated the causal relations among the variables considered in this study. The SEM analysis showed that students with higher general Internet self-efficacy clearly showed more preferences toward Internet learning environments where they can use with ease, explore real-life problems, display multiple sources of information, conduct open-ended inquiry learning activities, and elaborate the nature of knowledge. However, students with higher communicative Internet self-efficacy tended to display relatively less preferences for inquiry learning on the Internet.

Original languageEnglish
Pages (from-to)226-237
Number of pages12
JournalEducational Technology and Society
Volume11
Issue number1
Publication statusPublished - 2008 Jan 1
Externally publishedYes

Keywords

  • Internet self-efficacy
  • Pre-school teachers
  • Preferences toward constructivist internet-based learning environments

ASJC Scopus subject areas

  • Education
  • Sociology and Political Science
  • Engineering(all)

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