Interactions between learner preferences and views about the web-based learning and personal epistemology
Fang-Ying Yang, Cheng-Chieh Chang, National Taiwan Normal University, Taiwan ; Chin-Chung Tsai, National Chiao Tung University, Taiwan
EdMedia + Innovate Learning, in Orlando, FL USA ISBN 978-1-880094-60-0 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
This paper reported the preliminary analyses about the interactions between adolescent learners' preferences about the web-based learning environment, views toward the online learning, and personal epistemology. Participants were 105 11th graders who came from 3 intact classes in an academic high school. Previously developed questionnaires were used for data collection. An issue-based online lesson was designed for students to experience various online activities before data collection. The t-test analyses showed that subjects of the study preferred more of the inquiry-based and interactive web-based learning environments. By the correlation analyses and One-way ANOVAs, it was found that the more positive views toward online learning, the higher preference toward the complex and reflective environment. Nevertheless, it was showed that students with higher epistemological scores displayed less positive viewpoint toward the online learning while those with lower scores exhibited more positive standpoint.
Yang, F.Y., Chang, C.C. & Tsai, C.C. (2006). Interactions between learner preferences and views about the web-based learning and personal epistemology. In E. Pearson & P. Bohman (Eds.), Proceedings of ED-MEDIA 2006--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1724-1730). Orlando, FL USA: Association for the Advancement of Computing in Education (AACE).
© 2006 Association for the Advancement of Computing in Education (AACE)