Internet self-efficacy and preferences toward constructivist Internet-based learning environments: A study of pre-school teachers in Taiwan

Educational Technology and Society

Volumn 11, Issue 1, 2008, Pages 226-237

  Liang, Jyh Chong ^a   Tsai, Chin Chung ^b  

^a CHIN MIN INSTITUTE OF TECHNOLOGY   (Taiwan)

^b NATIONAL TAIWAN UNIVERSITY OF SCIENCE AND TECHNOLOGY   (Taiwan)

Author keywords

Internet self efficacy; Pre school teachers; Preferences toward constructivist internet based learning environments

Indexed keywords

EID: 54149100343     PISSN: 11763647     EISSN: 14364522     Source Type: Journal    
DOI: None     Document Type: Article

References (58)

1. Bailey, D. B., Jr. (2002). Are critical periods critical for early childhood education? The role of timing in early childhood pedagogy. Early Childhood Research Quarterly, 17, 281-294.
2. Bandura, A., (1993). Perceived self-efficacy in cognitive-development and functioning. Educational Psychologist, 25, 117-148.
3. Bandura, A., (1996). Multifaceted impact of self-efficacy beliefs on academic functioning. Child Development, 67, 1206-1222.
4. Bong, M., & Clark, R.E. (1999). Comparison between self-concept and self-efficacy in academic motivation research. Educational Psychologist, 34(3), 139-153.
5. Brooks, J.G., & Brooks, M.G. (1993). The case for constructivist classrooms, Alexandria, VA: Association for Supervision and Curriculum Development.
6. Chou, C., & Tsai, C.-C. (2002). Developing Web-based curricula: Issues and challenges. Journal of Curriculum Studies, 34, 623-636.
7. Chuang, S.-C., & Tsai, C.-C. (2005). Preferences toward the constructivist internet-based learning environments among high school students in Taiwan. Computers in Human Behavior, 21, 255-272.
8. Cox III, E. P. (1980). The optimal number of response alternatives for a scale: A review. Journal of Marketing Research, 77,407-422.
9. Durndell, A., & Haag, Z. (2002). Computer self efficacy, computer anxiety, attitudes towards the Internet and reported experience with the Internet, by gender, in an East European sample. Computers in Human Behavior, 18, 521-535.
10. E-Learning National Project (2006). 2005-2006 E-Learning in Taiwan, Chungli, Taiwan: National Science & Technology Program Office for e-learning.
11. Fisher, D.L., & Fraser, B.J. (1983). A comparison of actual and preferred classroom environments as perceived by science teachers and students. Journal of Research in Science Teaching, 20, 55-61.
12. Fraser, B.J. (1994). Research on classroom and school climate. In D. Gable (Ed.), Handbook of research on science teaching and learning, (pp. 493-541). (New York: Macmillan).
13. Fraser, B.J. (1998). Classroom environment instruments: development, validity and application. Learning Environments Research, 1, 7-33.
14. Frisch, N.S. (2006). Drawing in preschools: A didactic experience. International Journal of Art & Design Education, 25, 74-85.
15. Fosnot, C.T. (1996). Constructivism: theory, perspectives and practice. New York: Teachers College Press.
16. Hair, J. F., Anderson, R. E., Tatham, R. L., & Black, W. C. (1998). Multivariate data analysis. Englewood Cliffs, NJ: Prentice-Hall.
17. Hasan, B. (2003). The influence of specific computer experiences on computer self-efficacy beliefs. Computers in Human Behavior, 19, 443-450.
18. Higgins, N. (1993). Preschool teacher uses of video technologies. Journal of Educational Television, 19, 153-166.
19. Hill, J. R., & Hannafin, M. J. (1997). Cognitive strategies and learning from the World Wide Web. Educational Technology Research and Development, 47, 37-64.
20. Hill, T., Smith, N.D., & Mann, M.F. (1987). Role of efficacy expectations in predicting the decision to use advanced technologies: The case of computers, Journal of Applied Psychology, 72, 307-313.
21. Howes, C., Phillipsen, L.C., & Peisner-Feinberg, E. (2000). The consistency of perceived teacher-child relationships between preschool and kindergarten. Journal of School Psychology, 38, 113-132.
22. Jamieson, S. (2004). Likert scales: how to (ab)use them. Medical Education, 38, 1212-1218.
23. Jenkins, G. D., Jr., & Taber, T. D. (1977). A Monte Carlo study of factors affecting three indices of composite scale reliability. Journal of Applied Psychology, 62, 392-398.
24. Johnson, R. D. (2005). An empirical investigation of sources of application-specific computer-self-efficacy and mediators of the efficacy - performance relationship. International Journal of Human-Computer Studies, 62, 737-758.
25. Joo, Y. J., Bong, M., & Choi, H. J. (2000). Self-efficacy for self-regulated learning, academic self-efficacy, and Internet self-efficacy in Web-based instruction. Educational Technology Research and Development, 48, 5-17.
26. Kelloway, E. K. (1998). Using LISREL for structure equation modeling: A researcher's guide, Newbury Park, CA: Sage.
27. th Ed.), Fort Worth, TX: Harcourt College Publishers.
28. Kinzie, M.B., Delcourt, M.A.B., & Powers, S.M. (1994). Computer technologies: attitudes and self-efficacy across undergraduate disciplines, Research in Higher Education, 35, 745-768.
29. Klassen, R. (2002). Writing in early adolescence: A review of the role of self-efficacy beliefs. Educational Psychology Review, 14, 173-203.
30. Kline, R. B. (1998). Principles and practice of structural equation modeling, NY: Guilford Press.
31. Lee, M.-H., & Tsai, C.-C. (2005). Exploring high school students' and teachers' preferences toward the constructivist Internet-based learning environments in Taiwan. Educational Studies, 31, 149-167.
32. Lissitz, R. W., & Green, S. B. (1975). Effect of the number of scale points on reliability: A Monte Carlo approach. Journal of Applied Psychology, 60, 10-13.
33. McCoach, D. B. (2003). SEM isn't just the schoolwide enrichment model anymore: Structural equation modeling (SEM) in gift education. Journal for the Education of the Gifted, 27, 36-61.
34. Mak, B. (2001). Learning art with computers- a LISREL model. Journal of Computer Assisted Learning, 17, 94-103.
35. Nishizaka, S. (2002). Kindergarten teachers' mental health: Stress, pre-school teacher efficacy, and hardiness. Japanese Journal of Educational Psychology, 50, 283-290.
36. Olivier, T.A., & Shapiro, F. (1993). Self-efficacy and computers. Journal of Computer-based Instruction, 20 (3), 81-85.
37. Passerini, K., & Granger, M. J. (2000). A development model for distance learning using the Internet. Computers & Education, 34, 1-15.
38. Peng, H., Tsai, C.-C., & Wu, Y.-T. (2006). University students' self-efficacy and their attitudes toward the Internet: The role of students' perceptions of the Internet. Educational Studies, 32, 73-86.
39. Relan, A., & Gillani, B. B. (1997). Web-based instruction and the traditional classroom: Similarities and differences. In B. H. Khan (Ed.), Web-based instruction (pp. 41-46). Englewood Cliffs, NJ: Educational Technology.
40. Salanova, M., Grau, R. M., Cifre, E., & Llorens, S. (2000). Computer training, frequency of usage and burnout: the moderating role of computer self-efficacy. Computers in Human Behavior, 16, 575-590.
41. Schreiber, J. B., Nora, A., Stage, F. K., Barlow, E. A., & King, J. (2006). Reporting structural equation modeling and confirmatory factor analysis results: A review. The Journal of Educational Research, 99, 323-337.
42. Schwarzer, R., Mueller, J., & Greenglass, E. (1999). Assessment of perceived general self-efficacy on the Internet: Data collection in cyberspace. Anxiety Stress and Coping, 12, 145-161.
43. Selim, H. M. (2003). An empirical investigation of student acceptance of course websites. Computers & Education, 40, 343-360.
44. Seyal, A. H., Rahman, N. A., & Rahim, M. M. (2002). Determinants of academic use of the Internet: A structural equation model. Behaviour & Information Technology, 21, 71-86.
45. Tanaka, J.S. (1987). "How big is big enough?": Sample size and goodness of fit in structural equation models with latent variables. Child Development, 58, 134-146.
46. Tang, R., Shaw, W. M., Jr., & Vevea, J. L. (1999). Towards the identification of the optimal number of relevance categories. Journal of the American Society for Information Science, 50, 254-264.
47. Torkzadeh, G., & Van Dyke, T. P. (2002). Effects of training on Internet self-efficacy and computer user attitudes. Computers in Human Behavior, 18, 479-494.
48. Tsai, C.-C. (2001a). The interpretation construction design model for teaching science and its applications to Internet-based instruction in Taiwan. International Journal of Educational Development, 21, 401-415.
49. Tsai, C.-C. (2001b). A review and discussion of epistemological commitments, metacognition, and critical thinking with suggestions on their enhancement in Internet-assisted chemistry classrooms. Journal of Chemical Education, 78, 970-974.
50. Tsai, C.-C. (2004). Beyond cognitive and metacognitive tools: the use of the Internet as an "epistemological" tool for instruction. British Journal of Educational Technology, 35, 525-536.
51. Tsai, C.-C. (2005). Preferences toward Internet-based learning environments: High school students' perspectives for science learning. Educational Technology & Society, 8 (2), 203-213.
52. Tsai, C.-C. (2008). The preferences toward constructivist Internet-based learning environments among university students in Taiwan. Computers in Human Behavior, 24(1), 16-31.
53. Tsai, C.-C., & Lin, C.-C. (2004). Taiwanese adolescents' perceptions and attitudes regarding the Internet: Exploring gender differences. Adolescence, 39, 725-734.
54. Tsai, M.-J., & Tsai, C.-C. (2003). Information searching strategies in web-based science learning: The role of Internet self-efficacy. Innovations in Education and Teaching International, 40, 43-50.
55. Wen, L.M.C., Tsai, C.-C., Lin, H.-M., & Chuang, S.-C. (2004). Cognitive-metacognitive and content-technical aspects of constructivist Internet-based learning environments: A LISREL analysis. Computers & Education, 43, 237-248.
56. Weng, L.-J. (2004). Impact of the number of response categories and anchor labels on coefficient alpha and test-retest reliability. Educational and Psychological Measurement, 64, 956-972.
57. Wu, Y.-T., & Tsai, C.-C. (2006). University students' Internet attitudes and Internet self-efficacy: A study at three universities in Taiwan. CyberPsychology & Behavior, 9, 441-450.
58. Yi, M. Y., & Hwang, Y. J. (2003). Predicting the use of web-based information systems: self-efficacy, enjoyment, learning goal orientation, and the technology acceptance model. International Journal of Human-Computer Studies, 59, 431-449.