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

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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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Notes

  1. In the Joo et al. study (2000), Internet self-efficacy correlated significantly with students’ prior computer experience (r = .40), cognitive strategy use (r = .26), and self-regulated strategy use (r = .28). In the Bråten et al. study (2005), Internet self-efficacy correlated significantly with ICT-use (r = .53), Internet search–identification and evaluation (r = .27), and Internet communication–guidance, cooperation, and discussion (r = .20).

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Authors and Affiliations

  1. Institute for Educational Research, University of Oslo, P.O. Box 1092, Blindern, N-0317, Oslo, Norway

    Helge I. Strømsø & Ivar Bråten

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  1. Helge I. Strømsø
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  2. Ivar Bråten
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Correspondence to Helge I. Strømsø.

Appendices

Appendix A

Factor analysis of the internet-specific epistemological questionnaire

Table 5
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Appendix B

Factor analysis of the internet-based learning activities scale

Table 6
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Strømsø, H.I., Bråten, I. The role of personal epistemology in the self-regulation of internet-based learning. Metacognition Learning 5, 91–111 (2010). https://doi.org/10.1007/s11409-009-9043-7

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