The preferences toward constructivist Internet-based learning environments among university students in Taiwan

Research output: Contribution to journalArticle

53 Citations (Scopus)

Abstract

Numerous educators have proposed the development of constructivist Internet-based learning environments for students. When creating the constructivist Internet-based learning environments, it is important for researchers to be aware of students' preferences toward these environments. Through gathering data from 659 university students in Taiwan, this study developed a questionnaire to assess students' preferences toward constructivist Internet-based learning environments. The questionnaire, with adequate validity and reliability, included 34 items on the following seven scales: relevance, multiple sources (and interpretations), challenge, student negotiation, cognitive apprenticeship, reflective thinking and epistemological awareness. The questionnaire responses revealed that male students tended to prefer the Internet-based learning environments where they could solve challenging problems, acquire cognitive apprenticeship and guidance from experts, and promote epistemological development than did female students. The findings also suggested that, if educators intend to develop Internet-based learning environments for more academically advanced students, such as graduate students, care should be taken to create more opportunities for them to negotiate ideas, obtain proper guidance, reflect their own thoughts, and explore epistemological issues. Finally, students with more Internet experiences tended to demand more on many features of the constructivist Internet-based learning environments than those with less Internet experiences.

Original languageEnglish
Pages (from-to)16-31
Number of pages16
JournalComputers in Human Behavior
Volume24
Issue number1
DOIs
Publication statusPublished - 2008 Jan 1

Keywords

  • Constructivism
  • Internet-based instruction
  • Internet-based learning environments
  • Taiwan
  • University

ASJC Scopus subject areas

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

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