National Changhua University of Education Institutional Repository : Item 987654321/13273

English | 正體中文 | 简体中文 | Items with full text/Total items : 6507/11669
Visitors : 30082486 Online Users : 845

RC Version 3.2 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.

Scope Adv. Search

Login ‧ Upload ‧ Help ‧ About ‧ Administer

NCUEIR > College of Science > Graduate Institute of Science Education > Periodical Articles > Item 987654321/13273

Please use this identifier to cite or link to this item: http://ir.ncue.edu.tw/ir/handle/987654321/13273

Title:	Cognitive-metacognitive and Content-technical Aspects of Constructivist Internet-based Learning Environments: A LISREL Analysis
Authors:	Wen, Meichun-Lydia;Tsai, Chin-Chung;Lin, Hung-Ming;Chuang, Shih-Chyueh
Contributors:	科學教育研究所
Date:	2004-11
Issue Date:	2012-08-07T07:45:02Z
Publisher:	Elsevier
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.
Relation:	Computers & Education, 43(3): 237-248
Appears in Collections:	[Graduate Institute of Science Education] Periodical Articles

Files in This Item:

File	Size	Format
index.html	0Kb	HTML	687	View/Open

Loading...