Does E-Learning Trigger Epistemic Curiosity?
This study aimed to explore the perceptions of tertiary level students about e-learning and determine whether it triggers their epistemic curiosity. Semi-structured interviews were conducted with 78 undergraduate students enrolled in a foundation (non-profit, private) university in Turkey. Key thema...
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| Main Authors: | , , |
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| Format: | Book |
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Anı Publishing,
2022-03-01T00:00:00Z.
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| Online Access: | Connect to this object online. |
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| Summary: | This study aimed to explore the perceptions of tertiary level students about e-learning and determine whether it triggers their epistemic curiosity. Semi-structured interviews were conducted with 78 undergraduate students enrolled in a foundation (non-profit, private) university in Turkey. Key thematic categories including the perceptions of motivation to seek new information in e-learning, desire to cope with challenging information in e-learning, desire to discover new, uncertain, and unpredictable information in learning, and barriers to e-learning were deduced. Digital and traditional tools emerged as motivating resources promoting curiosity in e-learning. E-learning experiences also fostered the curiosity to predict novel, risky, and uncertain information. Situational factors such as timing and workload were perceived as barriers to epistemic curiosity in e-learning. The gathered findings offered suggestions and pedagogical implications for triggering epistemic curiosity through e-learning in higher education. |
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| Item Description: | 10.14689/enad.30.9 2148-2624 |