The role of personal epistemology in the self-regulation of internet-based learning |
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Authors: | Helge I Str?ms? and Ivar Br?ten |
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Institution: | (1) Institute for Educational Research, University of Oslo, P.O. Box 1092, Blindern, N-0317 Oslo, Norway |
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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. |
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Keywords: | |
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