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Internet-based epistemic beliefs, engagement in online activities, and intention for constructivist ICT integration among pre-service teachers
ARTICLE English

Australasian Journal of Educational Technology Volume 34, Number 5, ISSN 0814-673X Publisher: Australasian Society for Computers in Learning in Tertiary Education

Abstract

This study investigated pre-service teachers’ epistemic beliefs about the Internet using the Inventory of Internet-Based Epistemic Beliefs (IBEB). Also examined were their belief profiles to delineate the effect of IBEB on pre-service teachers’ engagement in online reading activities and intention for ICT integration for constructivist learning activities. Participants were 474 teacher education students in Taiwan. Results revealed the four hypothesised constructs – structure, uncertainty, source, and justification for Internet knowledge – with good validity and reliability. Four epistemic belief groups were derived based on these constructs; and they exhibited differential effects on the validating variables. Cluster 1 was characterised by four positive epistemic beliefs (the positive beliefs), Cluster 2 by four negative epistemic beliefs (the negative beliefs), Cluster 3 by modest scores of the epistemic beliefs (the modest beliefs), and Cluster 4 by positive uncertainty and justification scores as well as negative structure and source scores (the high justification and uncertainty). Findings suggest that intervention targeting pre-service teachers in the negative beliefs and the modest beliefs may be necessary to foster positive epistemic beliefs for better constructivist learning in the online environment.

Citation

Lee, Y.H. (2018). Internet-based epistemic beliefs, engagement in online activities, and intention for constructivist ICT integration among pre-service teachers. Australasian Journal of Educational Technology, 34(5),. Australasian Society for Computers in Learning in Tertiary Education. Retrieved December 15, 2018 from .