摘要：AbstractLearners’ perceptions of instructional practice may vary depending on their own different epistemological perspectives (Hofer, 2004). In other words, learners’ beliefs about knowing may influence their attitude towards learning-related activities. Based on this assumption, the study focuses on how a learner's epistemological beliefs shape their experiences in relation to learning. The hypothesis is applied for online communication platforms like a Social Networking Service (SNS) which is a non-traditional learning environment where learners do not seek any explicit goals related to learning. To investigate this hypothesis, the study analyzed the survey results from 169 Korean adult bloggers and SNS users. The initial results show that the participants’ epistemological beliefs affect their definition of learning and their perception of a particular experience as meaningful or learning-related. Moreover, those who hold a broader epistemological belief tend to have a more comprehensive definition of learning and use online communication tools in a more meaningful way. Moreover such platforms for social communication tend to support learners to change their view of learning. In conclusion, this study may advance our understanding of epistemological belief, its role in learning, and the mediating role of social communication
关键词：Epistemological Belief;Online Communications;Social Media;Learning Process
