Undergraduates’ Experiences of Using the World Wide Web as an Information Resource

Hall, Robert F.; Dalgleish, Andrew

doi:10.1080/1355800990360409

Cited by 6 publications

(3 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The lack of confidence in search engines provides insight into possible reasons why students may be reluctant to use the web in the first place. Hall and Dalgleish (1999) reported a similar finding in a much smaller study some five years ago, which showed undergraduates' frustrations with search engines. It is interesting and somewhat disappointing to note the distinct lack of progress and ongoing dissatisfaction with achieving quality results in the use of search engines for study purposes and this continues to be the case despite earlier calls for good quality, dedicated search engines (Newton, Marcella & Middleton, 1998).…”

Section: The Question Of Qualitysupporting

confidence: 64%

Netskills and the current state of beliefs and practices in student learning: an assessment and recommendations

Murray

Hourigan

Jeanneau

et al. 2005

Brit J Educational Tech

View full text Add to dashboard Cite

This article analyses data from over 1000 student questionnaires dealing with how students currently use the web to support their learning. It discusses student understanding, needs, and expectations of the web and the overwhelming perception that the web now forms an integral part of their study and research practices. However, these practices require greater definition and refinement for and by the student. Evidence from some teaching staff is compared with that from students for validation purposes and has also revealed striking differences in perception and attitudes between the two groups. We identify specific needs on the part of most students in our survey who require greater guidance and study skills when using the web. These "Netskills" are described and recommendations are made concerning their acquisition and future development by students who are demanding that such skills become part of their own learning strategies.

show abstract

Section: The Question Of Qualitysupporting

confidence: 64%

Netskills and the current state of beliefs and practices in student learning: an assessment and recommendations

Murray

Hourigan

Jeanneau

et al. 2005

Brit J Educational Tech

View full text Add to dashboard Cite

show abstract

“…Prior research consistently shows that web-based peer feedback methods have been advantageous as compared to traditional forms of feedback (Liu, Lin, Chiu, & Yuan, 2001). The immediacy and flexibility afforded by web technologies has enabled learners to provide more frequent and timely feedback without the constraints of time and space (Augustsson, 2010;Everhart, 2006;Hall & Dalgleish, 1999;Tsai, 2001).…”

Section: Introductionmentioning

confidence: 99%

Enabling microblogging-based peer feedback in face-to-face classrooms

Luo

2014

Innovations in Education and Teaching International

View full text Add to dashboard Cite

The purpose of this paper is to understand student interaction and learning in microblogging-based peer feedback sessions. The researcher examined through a case study how students interacted and provided peer feedback for each other when Twitter was enabled as a backchannel; students were also asked to report how they perceived their experience. The findings suggested that students participated actively in the microblogging-based peer feedback sessions. Although Twitter supported cognitive and corrective feedback, affective feedback was dominant. Student interaction on Twitter tended to be brief and involve low-level cognitive thinking in unguided, naturalistic learning contexts. Overall, students had a positive attitude toward using Twitter for peer feedback. Problems such as distraction and information overload were also identified.

show abstract

“…Students develop and deploy such skills within a course context where they are also engaged in learning the subject and learning how to learn. Hall and Dalgleish (1999) illustrate how students frame their information seeking from the Web according to the perceived course demands. Accessing and using information resources is one of the ways in which students begin to act as independent learners, becoming involved in making choices, weighing evidence and coming to conclusions for themselves.…”

Section: Introductionmentioning

confidence: 99%

Electronic information resources in undergraduate education: an exploratory study of opportunities for student learning and independence

McDowell¹

2002

Brit J Educational Tech

View full text Add to dashboard Cite

The fast-growing array of electronic information resources is often viewed as a significant opportunity for change in education, with shifts towards increased student independence in learning. In order for this to happen students need to develop the capability to deal with information. This qualitative interview-based study examines lecturer perspectives on the roles of electronic information resources in undergraduate education. In line with the phenomenographic tradition, three functional categories of electronic information use are proposed. Firstly, the "electronic academic library" offers new opportunities for access to materials but lecturers indicated minimal change to their teaching approaches. Electronic resources were simply added to reading lists and the responsibility for developing students' information skills was seen to rest with librarians. Secondly, lecturers identified changes towards more constructivist approaches to learning, drawing upon new sources of primary data available electronically and described specific teaching approaches to assist students to develop the relevant information handling skills. Finally, lecturers were uncertain about the value of the wider information resources of the Internet/Web for students and were concerned about variable information quality and the possibilities of plagiarism. The research indicates that information use in student learning is a multi-faceted phenomenon. Much current discussion centres on the concept of information literacy which draws together information skills and subject-related skills and knowledge. Students do not merely require generic information skills but a knowledge of the discipline and the capability to handle complex information. Partnerships between academics and librarians are a way forward in helping students to develop as autonomous information users. Not only do the two professional groups offer different expertise, but they also bring different perspectives on the problematic balance between student autonomy and student support.

show abstract

Undergraduates’ Experiences of Using the World Wide Web as an Information Resource

Cited by 6 publications

References 11 publications

Netskills and the current state of beliefs and practices in student learning: an assessment and recommendations

Netskills and the current state of beliefs and practices in student learning: an assessment and recommendations

Enabling microblogging-based peer feedback in face-to-face classrooms

Electronic information resources in undergraduate education: an exploratory study of opportunities for student learning and independence

Contact Info

Product

Resources

About