Internet Based Learning: A Framework for Higher Education and Business
Internet Based Learning: A Framework for Higher Education and Business
Developing science activities through a networked peer assessment system
Computers & Education
Using mobile learning to increase environmental awareness
Computers & Education
Gender Differences in Taiwan University Students' Attitudes toward the Web-based Learning
Proceedings of the 2005 conference on Towards Sustainable and Scalable Educational Innovations Informed by the Learning Sciences: Sharing Good Practices of Research, Experimentation and Innovation
Using RSS to support ubiquitous learning based on media richness theory
VECIMS'09 Proceedings of the 2009 IEEE international conference on Virtual Environments, Human-Computer Interfaces and Measurement Systems
Using RSS to support mobile learning based on media richness theory
Computers & Education
A case study on using prediction markets as a rich environment for active learning
Computers & Education
Constructivist context-aware ubiquitous learning environments
Journal of Computer Assisted Learning
The effect of moderator's facilitative strategies on online synchronous discussions
Computers in Human Behavior
E-character education among digital natives: Focusing on character exemplars
Computers & Education
Information Seeking, Information Sharing, and going mobile: Three bridges to informal learning
Computers in Human Behavior
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Numerous educators have proposed the development of constructivist Internet-based learning environments for students. When creating the constructivist Internet-based learning environments, it is important for researchers to be aware of students' preferences toward these environments. Through gathering data from 659 university students in Taiwan, this study developed a questionnaire to assess students' preferences toward constructivist Internet-based learning environments. The questionnaire, with adequate validity and reliability, included 34 items on the following seven scales: relevance, multiple sources (and interpretations), challenge, student negotiation, cognitive apprenticeship, reflective thinking and epistemological awareness. The questionnaire responses revealed that male students tended to prefer the Internet-based learning environments where they could solve challenging problems, acquire cognitive apprenticeship and guidance from experts, and promote epistemological development than did female students. The findings also suggested that, if educators intend to develop Internet-based learning environments for more academically advanced students, such as graduate students, care should be taken to create more opportunities for them to negotiate ideas, obtain proper guidance, reflect their own thoughts, and explore epistemological issues. Finally, students with more Internet experiences tended to demand more on many features of the constructivist Internet-based learning environments than those with less Internet experiences.