Online learning has become an integral part of students’ learning. Internet-specific epistemic justification (ISEJ) plays an important role for students to evaluate online information critically. It is of great significance to cultivate students’ ISEJ to improve the effectiveness of learners’ online learning. This study investigated 406 college students to explore the effects of students’ grades, learning media preference, online learning engagement (OLE), and Internet-based learning self-efficacy (IBLSE) on their ISEJ, including personal justification, justification by multiple sources, and justification by authority, to propose effective ways to promote students’ ISEJ. The study found that undergraduates of all grades are more engaged in online learning than graduate students in all four dimensions of OLE. Besides, students who tend to acquire new knowledge through paper materials and the Internet show a higher level of justification by multiple sources than those who prefer learning with paper materials. Finally, OLE and IBLSE can significantly co-predict the three dimensions of ISEJ. Among them, cognitive engagement and self-efficacy are the common positive predictors. Based on the research results, the corresponding discussion was carried out.

Authors:
Chengze Zeng, Peking University, China

About the Presenter(s)
Mr Chengze Zeng is a University Postgraduate Student at Peking University in China

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