Cognitive-metacognitive and content-technical aspects of constructivist Internet-based learning environments: A LISREL analysis

Meichun Lydia Wen, Chin Chung Tsai*, Hung Ming Lin, Shih Chyueh Chuang

*此作品的通信作者

研究成果: 雜誌貢獻期刊論文同行評審

46 引文 斯高帕斯(Scopus)

摘要

Through a LISREL analysis, this study validated the Constructivist Internet-based Learning Environment Survey (CILES). CILES consisted of six scales, sorted by two aspects. The first aspect, the cognitive-metacognitive aspect, included the scales of student negotiation, inquiry learning, and reflective thinking, whereas the second aspect, the content-technical aspect, involved the scales of Relevance, Ease of Use, and Challenge. A LISREL structural model was also proposed to examine the relationships between students' responses across these two aspects. Survey responses gathered from 483 high school students in Taiwan were the research data for this study. The results from the LISREL confirmatory analysis showed that CILES had highly satisfactory validity and reliability to assess students' preferences for constructivist Internet-based learning environments. Moreover, the structural model indicated that the Internet learning environments that challenged students' existing concepts could facilitate their preferences for student negotiation, inquiry learning and reflective thinking activities. It is proposed that the Internet can have rich connections with numerous resources and a variety of perspectives, thus constructing appropriate learning environments to provide different kinds of challenges for learners.

原文英語
頁(從 - 到)237-248
頁數12
期刊Computers and Education
43
發行號3
DOIs
出版狀態已發佈 - 2004 十一月 1
對外發佈

ASJC Scopus subject areas

  • 電腦科學(全部)
  • 教育

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