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Applicability of solitary model of information behavior in students' collaborative learning assignments

机译：信息行为孤立模型在学生协作学习作业中的适用性

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摘要

Purpose - This paper aims to present results of a study which examined students' collaborative information behavior (CIB) in comparison with behavioral patterns illustrated in Wilson's (1996) model of information behavior. Design/methodology/approach - A total of six groups of undergraduate students; four from Sokoine University of Agriculture (SUA) and two from Ardhi University (ARU) were purposively selected. Data were collected using semi participant observation, critical incident interviews and focus group discussion methods. Findings - Results indicate that students' CIB is mainly shaped by collaborative learning environment, learning tasks objectives and requirements. Despite its wider applicability in different domains and contexts, Wilson's (1996) model is partially appropriate in modeling students' group-based learning information behavioral activities. Person(s) in context and active and passive information seeking are aspects of the model which are observed to be relevant in students' CIB. Practical implications - The study has implications on teaching and learning practices in higher learning institutions.Originality/value - The study provides new insights on how students exhibit different information behavioral patterns during collaborative learning. The study fills a gap on how solitary models of information behavior can be used to model students' information behavior in team-based learning.
机译：目的-本文旨在提出一项研究结果，该研究与威尔逊（1996）的信息行为模型中说明的行为模式进行了比较，研究了学生的协作信息行为（CIB）。设计/方法/方法-共有六组本科生；目的选择了来自索科因农业大学（SUA）的四名和来自Ardhi大学（ARU）的两名。使用半参与者观察，关键事件访谈和焦点小组讨论方法收集数据。调查结果-结果表明，学生的CIB主要受协作学习环境，学习任务目标和要求的影响。尽管它在不同领域和环境中具有更广泛的适用性，但Wilson（1996）的模型在某种程度上适合于建模学生基于小组的学习信息行为活动。上下文中的人以及主动和被动的信息搜寻是该模型的各个方面，被认为与学生的CIB相关。实际意义-该研究对高等学校的教学实践具有影响。原创性/价值-该研究为学生在协作学习中如何表现出不同的信息行为模式提供了新的见解。这项研究填补了在团队学习中如何使用单独的信息行为模型来为学生的信息行为建模的空白。

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