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Understandings of Internet and matter were measured and then converted into a same interval scale through Rasch modeling. Results show that the development of Internet understanding has a much lower rate than that matter and the development of Internet understanding shows more heterogeneous than that of matter. These findings suggest that formal learning helps increase the students\u2019 understanding growth rate while reduce variation in understanding among students.<\/p>","DOI":"10.4018\/ijcbpl.2012100105","type":"journal-article","created":{"date-parts":[[2013,2,15]],"date-time":"2013-02-15T17:49:29Z","timestamp":1360950569000},"page":"60-72","source":"Crossref","is-referenced-by-count":0,"title":["Internet vs. Matter"],"prefix":"10.4018","volume":"2","author":[{"given":"Zheng","family":"Yan","sequence":"first","affiliation":[{"name":"Department of Educational and Counseling Psychology, University at Albany-SUNY, Albany, NY, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Xiufeng","family":"Liu","sequence":"additional","affiliation":[{"name":"Graduate School of Education, University at Buffalo-SUNY, Buffalo, NY, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"2432","reference":[{"key":"ijcbpl.2012100105-0","author":"R.Bakeman","year":"2000","journal-title":"Observing interaction: An introduction to sequential analysis"},{"key":"ijcbpl.2012100105-1","unstructured":"Bransford, J. 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