Do two heads search better than one? Effects of student collaboration on web search behaviour and search outcomes

Lazonder, Adrianus W.

doi:10.1111/j.1467-8535.2005.00478.x

Cited by 74 publications

(55 citation statements)

References 23 publications

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“…Indeed, it has been noted that in educational contexts, information seeking often involves some form of collaboration and dialogue, and that this interaction is an important research site (Ellis et al, 2002;Foster, 2009). In parallel, in the education and learning literature such collaboration has been flagged as a possible means to improve self-regulation and overcome an 'inert knowledge problem' in which students fail to articulate what they know, to successfully solve search challenges (Lazonder, 2005). In that work, with 40 students (M = 20 years old), those collaborating were faster and (marginally) more evaluative than those searching individually.…”

Section: Information Seeking Credibility Assessment Behavioursmentioning

confidence: 99%

The relationship of (perceived) epistemic cognition to interaction with resources on the internet

Knight

Rienties²,

Littleton³

et al. 2017

Computers in Human Behavior

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Information seeking and processing are key literacy practices. However, they are activities that students, across a range of ages, struggle with. These information seeking processes can be viewed through the lens of epistemic cognition: beliefs regarding the source, justification, complexity, and certainty of knowledge. In the research reported in this article we build on established research in this area, which has typically used self-report psychometric and behavior data, and information seeking tasks involving closed-document sets. We take a novel approach in applying established self-report measures to a largescale, naturalistic, study environment, pointing to the potential of analysis of dialogue, web-navigationincluding sites visited -and other trace data, to support more traditional self-report mechanisms. Our analysis suggests that prior work demonstrating relationships between self-report indicators is not paralleled in investigation of the hypothesized relationships between self-report and trace-indicators. However, there are clear epistemic features of this trace data. The article thus demonstrates the potential of behavioral learning analytic data in understanding how epistemic cognition is brought to bear in rich information seeking and processing tasks.

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Section: Information Seeking Credibility Assessment Behavioursmentioning

confidence: 99%

The relationship of (perceived) epistemic cognition to interaction with resources on the internet

Knight

Rienties²,

Littleton³

et al. 2017

Computers in Human Behavior

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“…In the study by De Vries (this issue) the collaborative nature of the instruction was one of the reasons why sub skills 'formulate questions' and 'activate prior knowledge' improved. Collaboration also has a positive influence on regulation (Lazonder, 2005), one of the problematic areas in IPS. So a combination of individual and collaborative assignment seems a good instructional strategy.…”

Section: Information Problem Solving 32mentioning

confidence: 99%

Information-problem solving: A review of problems students encounter and instructional solutions

Walraven

Brand‐Gruwel

Boshuizen

2008

Computers in Human Behavior

168

118

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Searching and processing information is a complex cognitive process that requires students to identify information needs, locate corresponding information sources, extract and organize relevant information from each source, and synthesize information from a variety of sources.This process is called information-problem solving (IPS). IPS can be characterized as a complex cognitive skill, which may need direct instruction to reach high levels of performance. However, IPS has been given little attention in schools, and instruction in this skill is rarely embedded in curricula. And yet, by giving students assignments in which students have to solve an information-based problem, teachers assume that their pupils have developed this skill naturally.A literature study was done to determine what kinds of problems students experience when solving information problems using the WWW for searching information, and what kind of instructional support can help to solve these problems. Results show that children, teenagers and adults have trouble with specifying search terms, judging search results and judging source and information. Regulating the search process is also problematic. Instruction designed specifically for IPS using the WWW for searching information is rare but indeed addresses the problematic skills. However, there are differences between various methods and it is unclear which method is most effective for specific age groups. Information Problem Solving 3 Information Problem Solving: A Review of Problems Students Encounter and Instructional SolutionsOur current society is an information society. Recent technological developments such as mobile communication, GPS, and the Internet provide us with large bodies of information every day. It is up to us to decide what to do with all this information. One could decide to ignore it altogether, but this will almost certainly result in alienation from society. A more fruitful approach might be to regularly gain access to new information. This approach requires people to identify their information needs, locate corresponding information sources, extract and organize relevant information from each source, and synthesize information from a variety of sources into cogent, productive uses (Bawden, 2001;Eisenberg & Berkowitz, 1990, 1992Marchionini, 1999;Moore, 1995Moore, , 1997Shapiro & Hughes, 1996;Spitzer, 2000). Together these activities constitute a process that we refer to as InformationProblem Solving (IPS).IPS is not only important in everyday life, but also in education. In the last decade educational systems have undergone changes. Instead of a system aiming at the reproduction of knowledge, new learning is aiming at learning outcomes that are durable, flexible, functional, meaningful, and applicable. Active pedagogical methods, in which students learn by doing instead of listening and in which the teacher has a guiding role, fit this new learning (Simons, Van der Linden, & Duffy, 2000). Students are given assignments, such as writing an essay on Tibet, that ...

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“…Analytics tools in socio-cultural approaches encourage learners to reflect on their own activity, in an attempt to understand how they can develop their skills in information processing, in their own particular contexts. Analytics within this approach might attend particularly to quality of discourse for learning, for creating a mutuality of perspectives (Edwards & Mercer, 1987) including in collaborative information seeking tasks (Foster, 2009;Hertzum, 2008;Lazonder, 2005). Our previous work is in this tradition, drawing on socio-cultural discourse analysis (Mercer & Littleton, 2007), and emerging conceptions of the pragmatic web (Buckingham Shum, 2006).…”

Section: Pragmatic Socio-cultural Approachmentioning

confidence: 99%

Epistemology, Assessment, Pedagogy: Where Learning Meets Analytics in the Middle Space

2014

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Abstract:Learning Analytics is an emerging research field and design discipline that occupies the "middle space" between the learning sciences/educational research and the use of computational techniques to capture and analyze data (Suthers & Verbert, 2013). We propose that the literature examining the triadic relationships between epistemology (the nature of knowledge), pedagogy (the nature of learning and teaching), and assessment provide critical considerations for bounding this middle space. We provide examples to illustrate the ways in which the understandings of particular analytics are informed by this triad. As a detailed worked example of how one might design analytics to scaffold a specific form of higher order learning, we focus on the construct of epistemic beliefs: beliefs about the nature of knowledge. We argue that analytics grounded in a pragmatic, socio-cultural perspective are well placed to explore this construct using discourse-centric technologies. The examples provided throughout this paper, through emphasizing the consideration of intentional design issues in the middle space, underscore the "interpretative flexibility" (Hamilton & Feenberg, 2005) of new technologies, including analytics.

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Do two heads search better than one? Effects of student collaboration on web search behaviour and search outcomes

Cited by 74 publications

References 23 publications

The relationship of (perceived) epistemic cognition to interaction with resources on the internet

The relationship of (perceived) epistemic cognition to interaction with resources on the internet

Information-problem solving: A review of problems students encounter and instructional solutions

Epistemology, Assessment, Pedagogy: Where Learning Meets Analytics in the Middle Space

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