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Internet self-efficacy and preferences toward constructivist Internet-based learning environments
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, Chinmin Institute of Technology, Taiwan, Taiwan ; , Institute of Education, 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

Abstract

This study was conducted to explore the relationship between Internet self-efficacy and preferences toward constructivist Internet-based learning environments. The sample included 473 college students in Taiwan who all majored in early childhood care and pre-school education. Some of them were preservice pre-school teachers (n=231), and the others were inservice pre-school teachers who pursued a degree for childhood care (n=242). Through analyzing student questionnaire responses, the findings revealed that Internet self-efficacy in general might foster the preferences of constructivist Internet-based learning environments. The more Internet usage might help student nurture Internet self-efficacy, but not develop stronger preferences toward constructivist Internet learning environments. In many aspects, inservice teachers in this study tended to show stronger preferences toward constructivist Internet-based learning environments than preservice teachers.

Citation

Liang, J.C. & Tsai, C.C. (2006). Internet self-efficacy and preferences toward constructivist Internet-based learning environments. In E. Pearson & P. Bohman (Eds.), Proceedings of ED-MEDIA 2006--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1113-1119). Orlando, FL USA: Association for the Advancement of Computing in Education (AACE). Retrieved May 25, 2019 from .

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