Does the Internet Lead to Surface Searching and a Deficiency of Discovery in Student Learning?
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| Title: | Does the Internet Lead to Surface Searching and a Deficiency of Discovery in Student Learning? |
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| Language: | English |
| Authors: | D. Watson, R. Webb (ORCID |
| Source: | Education and Information Technologies. 2025 30(14):19853-19878. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 26 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Internet, Online Searching, Information Seeking, Search Strategies, Information Literacy, Digital Literacy, Electronic Learning, Learning Strategies, Curriculum Design, Learner Engagement, Literature Reviews, Undergraduate Students |
| DOI: | 10.1007/s10639-025-13498-5 |
| ISSN: | 1360-2357 1573-7608 |
| Abstract: | This paper investigates undergraduate students' information-seeking behaviour utilising a three-year empirical analysis focusing on students within an Applied Economics module at a UK Higher Education institution. In the first year, students demonstrated proficiency in data identification and analysis. However, they struggled with empirical source discovery, emphasising the prevalence of 'skittering' behaviour--reliance on easily accessible, non-scholarly sources. Traditional literature review methods in the second year showed limited success in correcting for this tendency. The third year introduced a refined approach, combining face-to-face teaching with eLearning materials and a 'decolonisation of the curriculum' strategy. Results from an ordered probit analysis indicate that students engaging with eLearning materials and adopting a decolonised perspective are more likely to embrace higher-quality literature review methods. This study contributes to the discourse on pedagogical strategies, emphasising the need for inclusive practices to prepare students for the complexities of a globally interconnected academic landscape. It offers insights for educators across disciplines, highlighting the intricate relationship between curriculum design, student engagement, and literature review methods in the digital age. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1484080 |
| Database: | ERIC |
| Abstract: | This paper investigates undergraduate students' information-seeking behaviour utilising a three-year empirical analysis focusing on students within an Applied Economics module at a UK Higher Education institution. In the first year, students demonstrated proficiency in data identification and analysis. However, they struggled with empirical source discovery, emphasising the prevalence of 'skittering' behaviour--reliance on easily accessible, non-scholarly sources. Traditional literature review methods in the second year showed limited success in correcting for this tendency. The third year introduced a refined approach, combining face-to-face teaching with eLearning materials and a 'decolonisation of the curriculum' strategy. Results from an ordered probit analysis indicate that students engaging with eLearning materials and adopting a decolonised perspective are more likely to embrace higher-quality literature review methods. This study contributes to the discourse on pedagogical strategies, emphasising the need for inclusive practices to prepare students for the complexities of a globally interconnected academic landscape. It offers insights for educators across disciplines, highlighting the intricate relationship between curriculum design, student engagement, and literature review methods in the digital age. |
|---|---|
| ISSN: | 1360-2357 1573-7608 |
| DOI: | 10.1007/s10639-025-13498-5 |
