Epistemological beliefs, interest, and gender as predictors of Internet-based learning activities

We examined the contribution of epistemological beliefs, individual interest, and gender to self-reports of Internet-based learning activities in a sample of 80 Norwegian student teachers in an innovative pedagogical context with special emphasis on the use of information and communication technologies. Epistemological beliefs and individual interest were measured in the autumn term of the first year of the teacher education program, and learning activities were measured in the autumn term of the second year. The results indicated that epistemological beliefs about the speed of knowledge acquisition predicted Internet-search activities, with students who believed that learning occurs quickly or not at all being less likely to realize that managing the wealth of information found on the Internet and critically evaluating Web-based resources is a difficult and often time-consuming task. In addition, students who held the naive epistemological belief that knowledge is given and stable were less likely to engage in discussion and communication about subject content on the Internet, with such Internet-based communication also predicted by students’ interest in their field of study. Epistemological beliefs predicting Internet-communication activities were also found to predict self-reported use of strategies when learning from conventional printed texts. Finally, males reported higher levels of participation in Internet-based communication activities than females, and females reported higher levels of strategy use when learning from conventional printed texts than males.