An Investigation of Traditional and Constructivism Models of Internet Training and Effects on Cognitive Gain
Chenfeng Zhang, Mansfield University of PA, United States
Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-44-0 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
There has been an emerging body of literature on computer training and its impact on the use of computers, including the use of the Internet. Research has shown the two models of training - the Traditional Model and the Constructivist Model - each has a positive impact on students' achievements. These studies deal with topics such as math, science and geography, but not computers and the Internet. The results of the studies on the two training models are confounding. This current study determined which Internet training model - the Traditional Model or the Constructivist Model - could produce greater cognitive gain for the pre-service teachers. A nonequivalent control group pretest-posttest quasi-experimental design was used in this study. The participants of the study were exposed to alternative teaching strategies - the Traditional Model and the Constructivist Model of Internet training. A pre-and-post Achievement Test was administered to each group to assess the changes in the extent of learning. The analysis of covariance was used to analyze the data. Results showed the Constructivist Model of Internet training produced a greater cognitive gain for pre-service teachers.
Zhang, C. (2002). An Investigation of Traditional and Constructivism Models of Internet Training and Effects on Cognitive Gain. In D. Willis, J. Price & N. Davis (Eds.), Proceedings of SITE 2002--Society for Information Technology & Teacher Education International Conference (pp. 2343-2344). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE).