Internet Self-Efficacy and Preferences toward Constructivist Internet-Based Learning Environments: A Study of Pre-School Teachers in Taiwan

Autor/inn/en	Liang, Jyh-Chong; Tsai, Chin-Chung
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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