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

研究成果: 雜誌貢獻文章同行評審

55 引文 斯高帕斯(Scopus)

摘要

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.

原文英語
頁(從 - 到)16-31
頁數16
期刊Computers in Human Behavior
24
發行號1
DOIs
出版狀態已發佈 - 2008 一月 1

ASJC Scopus subject areas

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

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