The role of personal epistemology in the self-regulation of internet-based learning

Abstract

The predictability of Internet-specific epistemic beliefs for self-regulated learning within Internet technologies was examined in a sample of 84 physics undergraduates. Dimensions of Internet-specific epistemic beliefs were found to explain unique variance in Internet-based search, help-seeking, and self-regulatory strategies, respectively. Specifically, students who emphasized that course-related knowledge located on the Internet consisted of specific facts and details perceived Internet-search and evaluation of search results to be less problematic and reported on more help-seeking and use of self-regulatory strategies during Internet-based learning. Moreover, students believing that Internet-based knowledge claims need to be checked against other sources, reason, and prior knowledge were reportedly more likely to use self-regulatory strategies when using the Internet during coursework. The results are discussed in light of what characterizes the Internet as a knowledge source.Keywords Personal epistemology . Self-regulated learning . Internet-based learning In developed countries, most institutions in higher education feel that computer-based learning has a broadly positive effect on the quality of teaching and learning, although classroom-based teaching still dominates (OECD 2005). Computer-based teaching seems to be more of a supplementary nature and may be more or less planned and organized. The quality of the planning and organizing of computer-based learning environments is critical to students' learning, however (Bråten et al. 2003;Strømsø et al. 2007). Still, many students spend much time using computer-based resources not designed by their teacher or institution, with those resources rarely designed for educational purposes (Kim and Kamil 2003) and often requiring key self-regulatory skills (Azevedo 2005). It has also been suggested that students' use of such skills may relate to their beliefs about knowledge and knowing, that is, their personal epistemology (Hartley and Bendixen 2001). In the present study, we therefore wanted to examine the predictability of personal epistemology for students' self-regulatory skills in dealing with course-related resources on the Internet. Metacognition Learning (2010) 5:91-111

İnternete Yönelik Epistemolojik İnanç Ölçeğinin Uyarlama Çalışması

“…In Strømsø & Bråten's (2010) study it was found that factor load value of one of the items in the 18-item scale was low so this item was taken out of the scale and the scale turned into a 17-item and three-factor scale. The factors in the scale are "Certainty and Source of Knowledge", "Justification for Knowing" and "Structure of Knowledge".…”

“…Strømsø ve Bråten (2010) bu gerekçelere dayalı olarak üniversite öğrencilerinin internete yönelik epistemolojik inançlarını belirleyebilmek için İnternete Yönelik Epistemolojik İnanç Ölçeğini geliştirmiştir. İnternete Yönelik Epistemolojik İnanç Ölçeği ilk olarak 36 madde ve dört faktörden oluşurken ölçeğin revize çalışmaları sonucunda ölçeğin 18 madde ve iki faktörlü bir yapıya sahip olduğu görülmüştür (Bråten ve diğ., 2005).…”

“…İnternete Yönelik Epistemolojik İnanç Ölçeği ilk olarak 36 madde ve dört faktörden oluşurken ölçeğin revize çalışmaları sonucunda ölçeğin 18 madde ve iki faktörlü bir yapıya sahip olduğu görülmüştür (Bråten ve diğ., 2005). Strømsø ve Bråten (2010) tarafından yapılan son çalışmada ise 18 maddelik ölçekteki maddelerden birinin faktör yük değerinin düşük olduğu görülerek ilgili madde ölçme aracından çıkarılmış ve ölçek 17 madde, üç faktörlü bir yapıya sahip olmuştur. Ölçekteki faktörler; "Kesinlik ve Bilginin Kaynağı" (Certainty and Source of Knowledge), "Bilginin Gerekçelendirilmesi" (Justification for Knowing) ve "Bilginin Yapısı" (Structure of Knowledge) şeklindedir.…”

“…Bir başka deyişle bu faktörden alınacak yüksek puanlar öğrenenlerin internete yönelik epistemolojik inançlarının gelişmemiş/olgunlaşmamış (naive) olduğunu göstermektedir. Bu faktörden alınacak düşük puanlar ise bu bilgi savlarının öğrenenlerce kabul edilmeden önce başka kaynaklardan kontrol edilmesi, bu savlarla ilgili akıl yürütülmesi ve ön bilgilerle karşılaştırılması gerektiği düşüncesini ortaya çıkarmaktadır (Bråten ve diğ., 2005;Kammerer ve diğ., 2013;Strømsø ve Bråten, 2010).…”

Testing measurement invariance and latent mean differences across gender groups in college students’ Internet-specific epistemic beliefs

“…The influential role of Internet-specific epistemic beliefs in students' Internet-based learning has been explored (Bråten et al, 2005;Chiu et al, 2013;Strømsø & Bråten, 2010), however the issue of gender differences in Internet-specific epistemic beliefs has not yet been discussed in the online learning context. This study aimed to examine whether there is a gap of Internet-specific epistemic beliefs between male and female undergraduates while searching their course-related information online.…”