The effects of epistemological beliefs of teacher education students in a case-based hypermedia learning environment
Hsinyi Peng, University of Missouri - Columbia, United States
University of Missouri - Columbia . Awarded
Personal epistemological beliefs, what individuals believe about the nature of knowledge, have been shown to influence learning in many aspects. This study examines the effects of epistemological beliefs of teacher education students and their usage and learning in a case-based hypermedia learning environment. This study also seeks to understand how the case-based hypermedia learning environment may impact changes in epistemological beliefs of teacher education students. Data are collected via a set of questionnaires, pre- and post-knowledge tests, and an audit trail analysis of the hypermedia system usage and activity artifacts. Results of this study revealed epistemological beliefs had small relationships with the usage of hypermedia learning environment. Beliefs in Ability to Learn and Speed of Learning indicated relationships with three of the four problem-solving activities. No significant changes were found in teacher education students' epistemological beliefs after their engagement of the case-based hypermedia learning environment. This study also provided recommendations for future research and implications learned from this investigation for researchers and instructors who are interested in employing case-based instruction or hypermedia learning approach.
Peng, H. The effects of epistemological beliefs of teacher education students in a case-based hypermedia learning environment. Ph.D. thesis, University of Missouri - Columbia.
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Cited ByView References & Citations Map
Jens Riedel, University of Heidelberg, Germany; Gail Fitzgerald, University of Missouri-Columbia, United States; Franz Leven, University of Heidelberg, Germany; Burkhard Toenshoff, University Children's Hospital
Journal of Educational Multimedia and Hypermedia Vol. 12, No. 4 (2003) pp. 377–398
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