This dissertation investigated the relation between epistemic cognition-epistemic aims and source beliefs-and learning outcome in an Internet-based research context. Based on a framework of epistemic cognition (Chinn, Buckland, & Samarapungavan, 2011), a context-specific epistemic aims and source beliefs questionnaire (CEASBQ) was developed and administered to 354 students from college-level introductory chemistry courses. A series of multitrait-multimethod model comparisons provided evidence for construct convergent and discriminant validity for three epistemic aims-true beliefs, justified beliefs, explanatory connection, which were all distinguished from, yet correlated with, mastery goals. Students' epistemic aims were specific to the chemistry topics in research. Multidimensional scaling results indicated that students' source evaluation was based on two dimensions-professional expertise and first-hand knowledge, suggesting a multidimensional structure of source beliefs. Most importantly, online learning outcome was found to be significantly associated with two epistemic aims-justified beliefs and explanatory connection: The more students sought justifications in the online research, the lower they tended to score on the learning outcome measure, whereas the more students sought explanatory connections between information, the higher they scored on the outcome measure. There was a significant but small positive association between source beliefs and learning outcome. The influences of epistemic aims and source beliefs on learning outcome were found to be above and beyond the effects of a number of covariates, including prior knowledge and perceived ability with online sources. / Educational Psychology

The purpose of this study was to identify the barriers Virginia agricultural producers encounter when using the Internet and their preferences when seeking information delivered via the Internet. The results are expected to provide Extension educators needed information about producer Internet use patterns and their preferences related to Internet-based learning systems. The survey population (N = 370) consisted of Virginia agricultural producers currently known to be using the Internet as identified by the county Agricultural Extension agents. Data were collected online via an interactive, encrypted Web site and analyzed with SAS/STAT software. The 186 usable producer responses indicated that they were predominately white (98.36%), males (82.87%) averaging 51 years of age with some college education. Their primary occupation was farm or ranch work (41.71%) with a gross value of agricultural sales of $100,000 - $249,999. Nearly 60% conducted Internet agricultural marketing activities; three quarters purchased agricultural supplies, 43.17% conduct non-agricultural Internet business, and 50% use dialup services to access the Internet. In total, 95.68% of the responding producers access the Internet at least once a week and 31.60% reported previous participation in Internet-based learning. Producers below 30 years of age considered their lack of experience/training to be less of a barrier than older producers. Time constraints associated with job responsibilities, isolation from other program participants, and their ability to learn at a distance were seen as greater barriers by males than females. Producers listing their primary occupation as other than farming saw time constraints associated with their job as a greater barrier than those retired but still farming. Producers with a high school education generally rated barriers associated with Internet-based learning as greater obstacles than those with advanced degrees. Following an exposure to an Internet-based learning experience, no differences were observed related to the producers' age, gender, primary occupation, and the operation's gross value of agricultural sales and the selected factors. Producers making agricultural Internet purchases, perceived their motivation to participate in Internet-base learning as less of a barrier than those that did not. Generally, as the producers' Internet use frequency increased, their perception of the barriers was reduced and those with previous Internet-based learning experience saw their ability to learn at a distance as less of a barrier than did those with no experience. A comparison of pre- and post-exposure data, revealed time constrains associated with job responsibilities, access to instructors/specialists, feedback/instructor contact, and the motivation to participate as the greatest barriers to Internet-base learning. Differences in pre- and post-exposure assessments confirm that producers' perception of the barriers were worse than actuality. Extension's Internet-based learning experiences should be accessible from a familiar Internet location. The learners' abilities and connectivity should be considered when developing systems to minimize barriers associated with these factors. Internet-based activities should be relevant to the learner. Experiences should be available in multiple formats including video, audio, print and combinations of the aforementioned. Learners should be afforded the opportunity to interact with the presenter/instructor via the most acceptable and timely means. / Ph. D.

In some classrooms, teaching methods have evolved little over the years. Enrolments in subjects like science have progressively declined and the persistent use of traditional teaching methods has often been held responsible for this. In less than a decade, the Internet has emerged as a potential tool to vary classroom routines, however, its use in high school science classrooms is still in its infancy. In this study, Getsmart, a website was developed and implemented in junior science and senior physics classrooms in a blended learning environment in a Queensland State High School. The study had three main objectives amongst others. The first aim was to study the impact of such an environment on students' perceptions. Secondly, the impact of such an environment on students' attitudes towards physics and junior science was studied. Finally, the research sought to investigate the effect of such an environment on their learning outcomes. Getsmart was developed on the principles of cognitive apprenticeship teaching model (Collins, Brown, & Newman, 1989). During the research phase, the website was accessed by students once a week during class time. They also had the option to login in their own time at school (e.g., morning tea, lunchtime, before and after school) and at home. The research was conducted as a case study over two years and during this time, 406 students in junior science and physics participated. Students' perceptions of their learning environment were ascertained through quantitative and qualitative methods. Quantitative data were collected by using a modified version of the Web-based Learning Environment Instrument (WEBLEI) (Chang & Fisher, 2003). / Qualitative data on student's attitudes were gathered through emails and Written surveys. An Attitude to Science survey was developed to determine students' attitudes towards their subjects. Qualitative data were also gathered through written surveys. The impact of such an environment on students' learning outcomes was determined through the analysis of their exam results achieved before and after experiencing web-based learning. Their results were also compared with the results of similar cohorts in previous years. Amongst other findings, it was found that the modified version of the WEBLEI was a valid and reliable instrument for use in junior science and physics classes. The study also established that students had positive perceptions of a blended web-based learning environment and that such an approach had a positive influence on students' attitudes towards their subjects. The study also found that web-based learning improved their performance across various performance domains of junior science and senior physics assessments.

Modern society frequently fails to achieve the goal of improved rationality and this is largely because the conditions for ideal speech do not prevail. We do not always permit everyone an equal opportunity to explain their point of view and the force of the best argument does not always prevail. Communication becomes more difficult when people cannot meet face to face, but it is also hindered when people cannot contact one another easily. There is, therefore, a trade-off between using computer-mediated media for communication and speaking to each other in person. Although meaning can never be shared to the extent that two individuals have precisely the same interpretation of a concept, and society is not based on individuals uniformly embracing identical views or values, in every day life consensus needs to be reached and truth claims, normative validity claims and aesthetic validity claims must be made, debated and eventually accepted or refuted. Collaboration on substantial tasks that require the development of concepts and reconstruction of meaning depends on effective communication. In the distributed social structures which have developed as a result of globalisation it is important that dispersed teams are able to work together. This includes collaborative learning in distance education. In the action research undertaken first year Informatics students could choose between doing team work face-to-face, or as dispersed teams communicating via e-mail or WebCT. The discussions were recorded and were analysed to identify the different types of communicative action engaged in. This was done to understand how this group collaborate so that success factors could be identified and proposals be made regarding education in the use of e-mail. It was found that the virtual (dispersed) teams studied did not succeed in collaborating. Communication ability is defined in this thesis as the skill that compensates for the inherent leanness of the medium used. A number of depictions of factors contributing to successful asynchronous collaboration are provided. Different classes of information and time, trust and communication ability assist in constructing meaning when text is communicated electronically. This led to suggestions regarding improving the communications ability of individuals. / Dissertation (PhD (Information Technology))--University of Pretoria, 2003. / Informatics / unrestricted

Problem Based Learning (PBL) has been fully or partly adopted by several medical and dental schools throughout the world, but only few attempts have been made to adjust this method to Distance Learning (DL) environments. It appears that the interaction demands of PBL could not be easily facilitated by the technologies used for DL in the past. The recent introduction of Virtual Learning Environments or Virtual Classrooms, is suggested by many as the development that could allow Distance Learning to utilise highly structured collaborative learning methods such as PBL. A literature review and two pilot studies were undertaken, in an attempt to investigate the possibility of adjusting an existing in-classroom PBL model to Internet-based environments for distance learning. There is a strong need of a conceptual theoretical framework and research results to support the function and effectiveness of distance learning in health education. Drop-out rates are still high in all kinds of distance education. Accreditation, team-work and personal contact, appear to be factors of importance for increasing motivation and minimising drop-out rates in distance learning. During the pilot studies it was evident that both postgraduate and undergraduate students were very positive towards the PBL method, as they experienced it while working over the network. However, it is very difficult to introduce inexperienced students to PBL through distance. Students? competence with computers seems to be an important factor for the success of a virtual classroom and their computer literacy has to be objectively assessed prior to any course. Significant differences were identified between in-classroom and over the Internet communication. These differences, although measured in the quantity of interaction, appear to influence the quality and depth of discussion as well. Tutor involvement was higher in the Internet discussions than the in-classroom ones. It was concluded that an entirely Internet-based PBL course is possible, if properly organised. However, such a model might constitute a compromise over the quality standards of in-classroom PBL, at least with the currently available Internet technology. A hybrid approach, which will combine personal contact with network-based interaction, might be the safest and most beneficial option right now. / <p>Note: The papers are not included in the fulltext online.</p>