Abstract:
Epistemology from a psychological and educational aspect is how an individual develops
conceptions of knowledge and utilize in developing and understanding of the world. Even though
personal epistemology is typically held at an intangible state of students, these beliefs have
influences on their study strategies, comprehension and are significant predictors of grades. The
objective of the present research is to configure epistemological beliefs of the law undergraduates
at the University of Colombo, in using electronic information resources. The target user population
was law undergraduates from first to fourth academic year in 2018 (999students) and a sample of
608was selected randomly according to the Morgan table. The data was gathered by a survey
instrument developed referring Schommer’s Epistemological beliefs model (1990) with integration
of five different values of electronic information resources in academic activities; information need,
motivation, searching process, searching speed and searching outcome. Five epistemological belief
measures; time, amount, speed, integration and simplicity were used as the basis of the coding
schema. Results were subjected to quantitative multivariate factor analysis utilising generalized
least squares extraction and cluster analysis was applied to obtain groups with different
epistemological belief patterns. The study confirms the multidimensional character of
epistemological beliefs in using electronic information resources with a 6-dimension model; speed
of knowledge acquisition, knowledge product, autonomy of knowledge, dynamic knowledge,
procedural knowledge and comprehensive knowledge. Cluster analysis resulted in three clusters
and each cluster indicates a unique six dimensional pattern of epistemological beliefs. Three
clusters were pessimistic, optimistic and comprehensive knowledge believers. Epistemological
belief patterns of these three groups show a distinct difference. The present research has proved
evidence towards contextually unique, quantifiable structure of personal epistemological beliefs in
using electronic information resources and enable to understand the factors influential to these
learners in both positive and negative ways. This understanding could be used in order to positively
enhance the experience of the learner, increasing their capability and desire towards constructive
life-long learning practices in digital era.
