Cognitive–metacognitive and content-technical aspects of constructivist Internet-based learning environments: a LISREL analysis
Computers & Education Volume 43, Number 3, ISSN 0360-1315 Publisher: Elsevier Ltd
Through a LISREL analysis, this study validated the Constructivist Internet-based Learning Environment Survey (CILES). CILES consisted of six scales, sorted by two aspects. The first aspect, the cognitive–metacognitive aspect, included the scales of student negotiation, inquiry learning, and reflective thinking, whereas the second aspect, the content-technical aspect, involved the scales of Relevance, Ease of Use, and Challenge. A LISREL structural model was also proposed to examine the relationships between students' responses across these two aspects. Survey responses gathered from 483 high school students in Taiwan were the research data for this study. The results from the LISREL confirmatory analysis showed that CILES had highly satisfactory validity and reliability to assess students' preferences for constructivist Internet-based learning environments. Moreover, the structural model indicated that the Internet learning environments that challenged students' existing concepts could facilitate their preferences for student negotiation, inquiry learning and reflective thinking activities. It is proposed that the Internet can have rich connections with numerous resources and a variety of perspectives, thus constructing appropriate learning environments to provide different kinds of challenges for learners.
Wen, M.L., Tsai, C.C., Lin, H.M. & Chuang, S.C. (2004). Cognitive–metacognitive and content-technical aspects of constructivist Internet-based learning environments: a LISREL analysis. Computers & Education, 43(3), 237-248. Elsevier Ltd.
Cited ByView References & Citations Map
Pre-school Teachers Internet Self-Efficacy and Preferences toward the Constructivist Internet-Based Learning Environments in Taiwan
Yi-Chun Lin, Jyh-Chong Liang & Chin-Chung Tsai, Science Education and e-Learning Group, Graduate Institute of Engineering, National Taiwan University of Science and Technology, Taiwan
Global Learn 2010 (May 17, 2010) pp. 3492–3499
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