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

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 constructsstructure, 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.

Beyond online search strategies: The effects of internet epistemic beliefs and different note‐taking formats on online multiple document reading comprehension

“…Students' Internet epistemic beliefs were assessed using 16 items developed by the Author (2018b). Justification for knowing on the internet (Justification) measured whether a person justified his or her knowledge claims on the Internet by referring to multiple sources, personal experiences, or experts and authority.…”

“…Regarding gender differences in online search and Internet epistemic beliefs, previous research showed that males scored higher than females in the behavioural and procedural domain of information search, but no mean differences were observed in the metacognitive domain of information search (Tsai, 2009) and all subscales of Internet epistemic beliefs (Lee, 2018b). Notably, in most OMDRC studies, gender differences were not found or discussed (e.g.…”

“…The nature of Internet-based information includes beliefs about the certainty and structure of Internet-based information. The certainty belief concerns whether Internet-based information is certain or uncertain, while the structure beliefs concern whether Internet-based information is piecemeal or integrated (Lee, 2018b;Bråten et al, 2005). On the other hand, the (Lee, 2018b;Bråten et al, 2019).…”

“…using the library electronic resources, reading online news, and browsing professional websites, etc.) (Lee, 2018b). Besides, a firmer Internet epistemic belief that Internet‐based knowledge claims should be corroborated and critically evaluated was correlated with more self‐reported experiences in Internet search; nevertheless, a stronger belief that Internet provides true, specific facts was also related to more experienced Internet search, indicating a potential overrating of one's search ability (Knight, Rienties, Littleton, Mitsui, et al, 2017).…”

“…The nature of Internet‐based information includes beliefs about the certainty and structure of Internet‐based information. The certainty belief concerns whether Internet‐based information is certain or uncertain, while the structure beliefs concern whether Internet‐based information is piecemeal or integrated (Lee, 2018b; Bråten et al, 2005). On the other hand, the process of knowing for Internet‐based information includes beliefs about the source of Internet‐based information and justification for knowing of internet‐based information.…”