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.
| Original language | English |
|---|---|
| Pages (from-to) | 237-248 |
| Number of pages | 12 |
| Journal | Computers and Education |
| Volume | 43 |
| Issue number | 3 |
| DOIs | |
| Publication status | Published - 2004 Nov 1 |
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All Science Journal Classification (ASJC) codes
- Computer Science(all)
- Education
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Cognitive-metacognitive and content-technical aspects of constructivist Internet-based learning environments : A LISREL analysis. / Wen, Meichun Lydia; Tsai, Chin Chung; Lin, Hung Ming; Chuang, Shih Chyueh.
In: Computers and Education, Vol. 43, No. 3, 01.11.2004, p. 237-248.Research output: Contribution to journal › Article
TY - JOUR
T1 - Cognitive-metacognitive and content-technical aspects of constructivist Internet-based learning environments
T2 - A LISREL analysis
AU - Wen, Meichun Lydia
AU - Tsai, Chin Chung
AU - Lin, Hung Ming
AU - Chuang, Shih Chyueh
PY - 2004/11/1
Y1 - 2004/11/1
N2 - 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.
AB - 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.
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UR - http://www.scopus.com/inward/citedby.url?scp=2642587278&partnerID=8YFLogxK
U2 - 10.1016/j.compedu.2003.10.006
DO - 10.1016/j.compedu.2003.10.006
M3 - Article
VL - 43
SP - 237
EP - 248
JO - Computers and Education
JF - Computers and Education
SN - 0360-1315
IS - 3
ER -