Type of Document Dissertation Author Malki, Zohair S Author's Email Address email@example.com URN etd-11012005-173631 Title Information Interaction and Behavior of Distance Education Students in Web-Based Environments Degree Doctor of Philosophy Department Information Studies, College of Advisory Committee
Advisor Name Title Kathleen Burnett Committee Chair Darrell Burke Committee Member Michelle Kazmer Committee Member Peter Garretson Committee Member Keywords
- Web-based Education
- In formation Behavior
Date of Defense 2005-10-07 Availability unrestricted AbstractABSTRACT
This study proposed four information behavior models or frames of mind, one for each of the four information interaction styles developed by Brooks (2001). The frames of mind explain how individuals classified within each style seek, explore, construct, and interact with information in a web-based learning environment. The models were developed based on data collected from a homogenous population of graduate distance education students enrolled in web-based courses at Florida State University College of Information during the Spring 2005 semester.
The study analyzed 164 graduate studentsí responses to two instruments in order to answer the following research questions: what channels of information do graduate students chose to resolve their information needs; what source of information do graduate students chose to resolve their information needs; how are graduate students impacted by the selection of a specific channel or source of information to resolve their information needs; what emotions do graduate students experience when they resolve their information needs; and do relationships exist between action, emotions, and information interactions styles? A quantitative descriptive survey questionnaire research method was used to obtain the data about information behavior, including actions and emotions of graduate distance education students enrolled in web-based courses. The data collection occurred in two phases: (1) the information interaction styles (IIS) inventory and (2) the information behavior questionnaire (IB).
In the first phase the sample was drawn from a population of 360 graduate students enrolled in web-based courses at FSU College of Information. The response rate was 40%. IIS inventory was used to classify the sample into four categories: aware, hesitant, engaged, and preempted.
The second phase explored the academic information behavior of the students. The questionnaire was administrated to the same sample of students who responded in the first phase. The response rate was 60%. The sample was homogeneous with respect to their information interaction styles, but is none the less likely to have been representative of population from which it was drawn. One-hundred twenty-six were categorized as aware, twenty-four engaged, ten hesitant, and four preempted. The findings indicate that graduate students enrolled in distance education programs preferred online channels and sources of information over more traditional channels and sources. During the research process, these students changed actions and experienced emotions in accordance with the level of exploration and construction characteristic of their information interaction style.
Most of the students indicated that they felt optimistic when they started searching for information and experienced anxiety at the first stage of the search process. The emotional state most often experienced at the end of search was relief. There were no significant differences between IIS in terms of interaction between variables and relationship.
Correlations (both positive and negative) were found to exist between emotions and actions within each style. The results of this study may inform the design of library services and instructional support for distance education students.
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