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Internet-based epistemic beliefs, engagement in online activities, and intention for constructivist ICT integration among pre-service teachers.
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- المؤلفون: Yuan-Hsuan Lee
- المصدر:
Australasian Journal of Educational Technology; 2018, Vol. 34 Issue 5, p120-134, 15p, 4 Charts, 1 Graph
- الموضوع:
- معلومة اضافية
- نبذة مختصرة :
This study investigated pre-service teachers' epistemic beliefs about the Internet using the Inventory of Internet-Based Epistemic Beliefs (IBEB). Also examined were their belief profiles to delineate the effect of IBEB on pre-service teachers' engagement in online reading activities and intention for ICT integration for constructivist learning activities. Participants were 474 teacher education students in Taiwan. Results revealed the four hypothesised constructs - structure, uncertainty, source, and justification for Internet knowledge - with good validity and reliability. Four epistemic belief groups were derived based on these constructs; and they exhibited differential effects on the validating variables. Cluster 1 was characterised by four positive epistemic beliefs (the positive beliefs), Cluster 2 by four negative epistemic beliefs (the negative beliefs), Cluster 3 by modest scores of the epistemic beliefs (the modest beliefs), and Cluster 4 by positive uncertainty and justification scores as well as negative structure and source scores (the high justification and uncertainty). Findings suggest that intervention targeting pre-service teachers in the negative beliefs and the modest beliefs may be necessary to foster positive epistemic beliefs for better constructivist learning in the online environment. [ABSTRACT FROM AUTHOR]
- نبذة مختصرة :
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