Cognitive-Metacognitive and Content-Technical Aspects of Constructivist Internet-Based Learning Environments: A LISREL Analysis

Autor/inn/en	Wen, Meichun Lydia; Tsai, Chin-Chung; Lin, Hung-Ming; Chuang, Shih-Chyueh
Titel	Cognitive-Metacognitive and Content-Technical Aspects of Constructivist Internet-Based Learning Environments: A LISREL Analysis
Quelle	In: Computers and Education, 43 (2004) 3, S.237-248 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2003.10.006
Schlagwörter	Foreign Countries; Causal Models; Metacognition; Constructivism (Learning); Internet; Computer Assisted Instruction; High School Students; Measures (Individuals); Student Reaction; Learning Strategies; Teaching Methods; Taiwan + Suchen Sie Ihr Suchwort? Ausland; Kausalanalyse; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Computer based training; Computerunterstützter Unterricht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Messdaten; Schülerkritik; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	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. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10