Literaturnachweis - Detailanzeige
Autor/inn/en | List, Alexandra; Grossnickle, Emily M.; Alexander, Patricia A. |
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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 |
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 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). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |