Literaturnachweis - Detailanzeige
Autor/inn/en | Liang, Jyh-Chong; Tsai, Chin-Chung |
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Titel | Internet Self-Efficacy and Preferences toward Constructivist Internet-Based Learning Environments: A Study of Pre-School Teachers in Taiwan |
Quelle | In: Educational Technology & Society, 11 (2008) 1, S.226-237 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1436-4522 |
Schlagwörter | Constructivism (Learning); Self Efficacy; Foreign Countries; Internet; Preschool Teachers; Inservice Teacher Education; Preservice Teacher Education; Preservice Teachers; Questionnaires; Teacher Attitudes; Correlation; Technology Integration; Educational Technology; Computer Uses in Education; Electronic Learning; Structural Equation Models; Learning Activities; Taiwan Self-efficacy; Selbstwirksamkeit; Ausland; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerfortbildung; Lehramtsstudiengang; Lehrerausbildung; Fragebogen; Lehrerverhalten; Korrelation; Unterrichtsmedien; Computernutzung; Lernaktivität |
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. (Contains 1 figure and 4 tables.) (As Provided). |
Anmerkungen | International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site: http://www.ifets.info |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |