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High School Students' and Teachers' Preferences toward the Constructivist Internet-based Learning Environments
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, , Istitute of Education, National Chiao Tung University, Taiwan

EdMedia + Innovate Learning, in Montreal, Canada ISBN 978-1-880094-56-3 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

This paper explored high school students' and teachers' preferences toward the constructivist Internet-based learning environments. This study developed a Constructivist Internet-based Learning Environment Survey-Improvement (CILESI), including the scales of ease of use, multiple sources, student negotiation, reflective thinking, critical judgment, and epistemological awareness. Questionnaire responses gathered from 630 students in Taiwan suggested adequate reliability of CILESI. Male students placed more emphasis on the student negotiation, critical judgment and epistemological awareness than female students did. The teachers of the sampled students (n=78), also surveyed by CILESI, expressed stronger preferences on the ease of use than did their students. However, students, when comparing with their teachers, showed more preferences toward the features of student negotiation, reflective thinking, critical judgment and epistemological awareness of the learning environments.

Citation

Lee, M.H. & Tsai, C.C. (2005). High School Students' and Teachers' Preferences toward the Constructivist Internet-based Learning Environments. In P. Kommers & G. Richards (Eds.), Proceedings of ED-MEDIA 2005--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1886-1893). Montreal, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved August 24, 2019 from .

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