A novel approach for assisting teachers in analyzing student web-searching behaviors

Hwang, Gwo‐Jen; Tsai, Pei-Shan; Tsai, Chin‐Chung; Tseng, Judy C. R.

doi:10.1016/j.compedu.2007.09.011

Cited by 90 publications

(42 citation statements)

References 45 publications

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“…Teachers can build a positive attitude toward internet use in education among students by providing high quality experiences to increase the frequency of behaviors (e.g., keeping track of useful information sources and sharing information with peers) which are associated with search skills and reactive/generative skills (Duggan, Hess, Morgan, Kim, & Wilson, 2001). Educators can utilise technological tools to give useful feedback to students on their search strategies to build search self-efficacy (Hwang, Tsai, Tsai, & Tseng, 2008). They can build a respectful virtual environment where students feel their identity is valued and set clear standards for quality of information to be shared so that learners can expect to improve their academic performance (Chou, 2010;Cowan et al, 2009) through exercise of reactive/generative skills and at the same time build self-efficacy for the same.…”

Section: Implication For Educatorsmentioning

confidence: 99%

Relationship between internet self-efficacy and internet anxiety: A nuanced approach to understanding the connection

Paul

Glassman

2017

AJET

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The present study makes the case that the individual constituents of internet self-efficacy -search self-efficacy, communication self-efficacy, organisation self-efficacy, differentiation selfefficacy, and reactive/generative self-efficacy -may be of differential importance in predicting internet anxiety within web-assisted learning environments. Two hundred and eighty-nine undergraduate students enrolled in a blog-centric general education course on child development at a large mid-western university in the United States participated in this study. Based on inferences drawn from the socio-cognitive perspective and cognitive load theory, it was hypothesised that in a blog-centric constructivist learning environment, reactive/generative selfefficacy or the belief in one's ability to react meaningfully to others' posts and generate educationally valuable posts, would emerge as a unique predictor of internet anxiety after controlling for all of the other facets of internet self-efficacy. The results of a two-step hierarchical regression indicated that both reactive/generative self-efficacy and search selfefficacy are unique predictors of internet anxiety. The findings have several implications for researchers seeking greater insight into the relationship between internet self-efficacy and internet anxiety as well as instructors seeking to create a constructivist learning environment utilising the potential of the web.

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Section: Implication For Educatorsmentioning

confidence: 99%

Relationship between internet self-efficacy and internet anxiety: A nuanced approach to understanding the connection

Paul

Glassman

2017

AJET

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“…Examples of P-Learning and C-Learning applications using EDM in referred task domains Task Domain P-Learning C-Learning Analysis of student learning patterns Most popular web pages used by the learner [12]. Number of pages browsed by the learner [13]. Patterns of users through various time periods [14].…”

Section: What Is Educational Data Mining?mentioning

confidence: 99%

An Educational Data Mining Approach to Concept Map Construction for Web based Learning

Acharya¹,

Sinha²

2017

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“…Researchers have also indicated the importance of skills for retrieving information efficiently and effectively from the great deal of data found on the Internet (Hwang, Tsai, Tsai, Tseng & Tseng, 2008;Tseng, Hwang, Tsai & Tsai, 2009). …”

Section: Introductionmentioning

confidence: 99%

An information-summarising instruction strategy for improving the web-based problem solving abilities of students

Hwang

Kuo

2011

AJET

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As knowledge rapidly expands and accumulates, training and assessing students' information searching ability for solving problems on the Internet has become an important and challenging issue. This research aims to improve the web-based problem solving abilities of primary school students by employing an information summarising approach for improving their skills in using keywords and extracting proper information. Moreover, a web-based learning environment is employed to record and analyse the online information searching behaviours of students. An experiment has been conducted to evaluate the effectiveness of this innovative approach. The experimental results show that the information summarising training significantly improved the performance of the students in the experimental group in terms of using keywords, selecting information resources and extracting important content. Therefore, it was concluded that the innovative approach has a significant impact on promoting the web-based problem solving abilities of students.

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A novel approach for assisting teachers in analyzing student web-searching behaviors

Cited by 90 publications

References 45 publications

Relationship between internet self-efficacy and internet anxiety: A nuanced approach to understanding the connection

Relationship between internet self-efficacy and internet anxiety: A nuanced approach to understanding the connection

An Educational Data Mining Approach to Concept Map Construction for Web based Learning

An information-summarising instruction strategy for improving the web-based problem solving abilities of students

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