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Exploring Patterns in Undergraduate Students' Information Problem Solving: A Cross-Case Comparison Study

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Title: Exploring Patterns in Undergraduate Students' Information Problem Solving: A Cross-Case Comparison Study
Language: English
Authors: Huang, Kun (ORCID 0000-0001-6838-4766), Law, Victor (ORCID 0000-0003-3504-2764), Ge, Xun (ORCID 0000-0002-3387-6186), Hu, Ling (ORCID 0000-0003-4880-2232), Chen, Yan (ORCID 0000-0002-9479-7377)
Source: Knowledge Management & E-Learning. Dec 2019 11(4):428-448.
Availability: Laboratory of Knowledge Management & E-Learning. Web site: http://www.kmel-journal.org/ojs/index.php/online-publication
Peer Reviewed: Y
Page Count: 22
Publication Date: 2019
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Undergraduate Students, Problem Solving, Cognitive Processes, Student Research, Information Seeking, Information Skills
ISSN: 2073-7904
Abstract: Students today routinely conduct research in the digital world to solve problems in daily life and in learning tasks. Although research to date has proposed different models to describe the processes of information problem solving (IPS), little is known about the cognitive patterns demonstrated in the processes, particularly the iterative nature of IPS and the driving factors behind iterations. The current study employed the lens of a self-regulated problemsolving model to develop an in-depth understanding of learners' IPS processes. Analysis and cross comparisons of three students' on-screen research activities, think-aloud articulations, artifacts, and interviews revealed three representative patterns for performing an IPS task: reasoning-driven, prior knowledge/taskdriven, and information-driven. These different patterns manifest qualitative differences in the three students' research behaviors and iterations of problemsolving stages. The findings afford an in-depth understanding of the cognitive dimension of IPS, and yield important implications for scaffolding learners in effective IPS.
Abstractor: As Provided
Entry Date: 2020
Accession Number: EJ1245570
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Exploring Patterns in Undergraduate Students' Information Problem Solving: A Cross-Case Comparison Study
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  Data: <searchLink fieldCode="AR" term="%22Huang%2C+Kun%22">Huang, Kun</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6838-4766">0000-0001-6838-4766</externalLink>)<br /><searchLink fieldCode="AR" term="%22Law%2C+Victor%22">Law, Victor</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3504-2764">0000-0003-3504-2764</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ge%2C+Xun%22">Ge, Xun</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3387-6186">0000-0002-3387-6186</externalLink>)<br /><searchLink fieldCode="AR" term="%22Hu%2C+Ling%22">Hu, Ling</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4880-2232">0000-0003-4880-2232</externalLink>)<br /><searchLink fieldCode="AR" term="%22Chen%2C+Yan%22">Chen, Yan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9479-7377">0000-0002-9479-7377</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Knowledge+Management+%26+E-Learning%22"><i>Knowledge Management & E-Learning</i></searchLink>. Dec 2019 11(4):428-448.
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  Data: Laboratory of Knowledge Management & E-Learning. Web site: http://www.kmel-journal.org/ojs/index.php/online-publication
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  Data: 22
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  Data: <searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Solving%22">Problem Solving</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Processes%22">Cognitive Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Research%22">Student Research</searchLink><br /><searchLink fieldCode="DE" term="%22Information+Seeking%22">Information Seeking</searchLink><br /><searchLink fieldCode="DE" term="%22Information+Skills%22">Information Skills</searchLink>
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  Data: 2073-7904
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  Label: Abstract
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  Data: Students today routinely conduct research in the digital world to solve problems in daily life and in learning tasks. Although research to date has proposed different models to describe the processes of information problem solving (IPS), little is known about the cognitive patterns demonstrated in the processes, particularly the iterative nature of IPS and the driving factors behind iterations. The current study employed the lens of a self-regulated problemsolving model to develop an in-depth understanding of learners' IPS processes. Analysis and cross comparisons of three students' on-screen research activities, think-aloud articulations, artifacts, and interviews revealed three representative patterns for performing an IPS task: reasoning-driven, prior knowledge/taskdriven, and information-driven. These different patterns manifest qualitative differences in the three students' research behaviors and iterations of problemsolving stages. The findings afford an in-depth understanding of the cognitive dimension of IPS, and yield important implications for scaffolding learners in effective IPS.
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      – Text: English
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        StartPage: 428
    Subjects:
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Problem Solving
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      – SubjectFull: Cognitive Processes
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      – SubjectFull: Student Research
        Type: general
      – SubjectFull: Information Seeking
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      – SubjectFull: Information Skills
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