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Beyond The Search Process - Exploring Group Members' Information Behavior In Context

机译:超越搜索过程-探索上下文中小组成员的信息行为

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This paper reports on the findings from a longitudinal case study exploring Kuhlthau's information search process (ISP)-model in a group based academic setting. The research focus is on group members' activities and cognitive and emotional experiences during the task process of writing an assignment. It is investigated if group members' information behavior differ from the individual information seeker in the ISP-model and to what extent this behavior is influenced by contextual (work task) and social (group work) factors. Three groups of US students were followed during a 14 weeks period in 2004/2005 (10 participants). Quantitative and qualitative methods were employed, such as demographic surveys, process surveys, diaries and interviews. Similarities in behavior were found between group members and the individual in Kuhlthau's ISP-model with regard to the general stages of information seeking, the cognitive pattern associated with focus formulation and the tendency towards an increase in writing activities while searching activities decreased. Differences in behavior were also found, which were associated with contextual and social factors beyond the mere search process. It is concluded that the ISP-model does not fully comply with group members' problem solving process and the involved information seeking behavior. Further, complex academic problem solving seems to be even more complex when it is performed in a group based setting. The study contributes with a new conceptual understanding of students' behavior in small groups.
机译:本文报告了基于纵向案例研究的结果,该案例研究是在基于小组的学术环境中探索库尔索的信息搜索过程(ISP)模型的。研究重点是小组成员在编写作业的任务过程中的活动以及认知和情感体验。研究小组成员的信息行为是否与ISP模型中的个人信息寻求者不同,以及该行为在多大程度上受上下文(工作任务)和社会(小组工作)因素影响。在2004/2005的14周内,对三组美国学生进行了跟踪(10名参与者)。采用了定量和定性的方法,例如人口统计调查,过程调查,日记和访谈。在信息搜索的一般阶段,与焦点形成相关的认知模式以及在搜索活动中写作活动增加的趋势方面,小组成员与个人在Kuhlthau ISP模型中的行为相似。还发现了行为差异,这些差异与单纯搜索过程之外的上下文和社会因素有关。可以得出结论,ISP模型不完全符合小组成员的问题解决过程和所涉及的信息寻求行为。此外,在基于小组的环境中进行复杂的学术问题解决似乎更加复杂。该研究有助于对小组学生行为的新概念理解。

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