Profiling Students' Multiple Source Use by Question Type

Autor/inn/en	List, Alexandra; Grossnickle, Emily M.; Alexander, Patricia A.
Titel	Profiling Students' Multiple Source Use by Question Type
Quelle	In: Reading Psychology, 37 (2016) 5, S.753-797 (45 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-2711
DOI	10.1080/02702711.2015.1111962
Schlagwörter	Profiles; Questioning Techniques; Information Sources; Undergraduate Students; Navigation (Information Systems); Search Strategies; Electronic Libraries; Coding; Multivariate Analysis; Cluster Grouping; Use Studies; Cognitive Style; Readability Formulas; Nonparametric Statistics; Statistical Analysis; Flesch Kincaid Grade Level Formula + Suchen Sie Ihr Suchwort? Charakterisierung; Profilanalyse; Befragungstechnik; Fragetechnik; Information source; Informationsquelle; Suchstrategie; Digitale Bibliothek; Elektronische Bibliothek; Codierung; Programmierung; Multivariate Analyse; Eingruppierung; Benutzerschulung; Cognitive styles; Kognitiver Stil; Statistische Analyse
Abstract	The present study examined undergraduate students' multiple source use in response to two different types of academic questions, one discrete and one open-ended. Participants (N = 240) responded to two questions using a library of eight digital sources, varying in source type (e.g., newspaper article) and reliability (e.g., authors' credentials). Log-data captured students' source use process. Differences were found in the total number and types of sources students accessed when responding to the two questions. Across the questions, cluster analysis identified five consistent patterns of source use; however, the percentage of student in each cluster differed across the two questions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01