Information search strategies on the Internet for initial teacher training
DOI:
https://doi.org/10.18861/cied.2024.15.2.3697Keywords:
teacher training, information literacy, information retrieval, educational information, InternetAbstract
The skills to select, evaluate, and synthesize information from multiple sources on the Internet are essential for higher education students. This study investigated how students in a teacher training program in Chile approach problems that require information seeking and whether there are differences in their approach when performing these tasks. The Search Performance Index was used to classify participants into three groups based on their effectiveness and efficiency in obtaining results. Through computer records, the groups were compared in their process of searching for answers. Data were collected using monitoring software (SurveilStar) and analyzed through SSPS v. 21. The results show students' most and least successful strategies in searching for information. Most efficient searchers focus on a narrow set of keywords, which increases their chances of finding answers faster and more efficiently, reducing typing time. This finding is consistent with previous research suggesting that formulating more elaborate queries leads to more successful searches. These results have important implications for the teaching and development of information search skills in higher education students in Chile.
Downloads
References
Adhikari, J., Mathrani, A., & Scogings, C. (2016). Bring Your Own Devices classroom: Exploring the issue of digital divide in the teaching and learning contexts. Interactive Technology and Smart Education, 13(4), 323-343.
Adhikari, J., Scogings, C., Mathrani, A., & Sofat, I. (2017). Evolving digital divides in information literacy and learning outcomes: A BYOD journey in a secondary school. International Journal of Information and Learning Technology, 34(4), 290-306. https://doi.org/10.1108/IJILT-04-2017-0022
Aula, A. (2003, noviembre). Query Formulation in Web Information Search [Ponencia presentada]. International Conference on Www/Internet, Algarve, Portugal, IADIS.
Aula, A., Khan, R., & Guan, Z. (2010, abril). How does search behavior change as search becomes more difficult? [Ponencia presentada]. Conference on Human Factors in Computing Systems, Atlanta, GA. CHI Conference.
Aula, A., & Nordhausen, K. (2006). Modeling successful performance in Web searching. Journal of the American society for information science and technology, 57(12), 1678-1693.
Burger, R. (2015). Campus Panel user handbook: Documentation for the student panel of the Science Campus. University of Tübingen.
Case, D., & Given, L. (2016). Looking for information: A survey of research on information seeking, needs, and behavior. Emerald Group Publishing.
Civilcharran, S., Hughes, M., & Maharaj, M. S. (2015). Uncovering Web search tactics in South African higher education. South African Journal of Information Management, 17(1), 1–8.
García Moro, F., Nicoletti, J., & Gómez Baya, D. (2023). Búsqueda de información en estudiantes ingresantes a la universidad. Técnica Administrativa, 22(1).
García-Peñalvo, F. J. (2023). The perception of Artificial Intelligence in educational contexts after the launch of ChatGPT: Disruption or Panic? Education in the Knowledge Society, 24, e31279. https://doi.org/10.14201/eks.31279
Gkorezis, P., Kostagiolas, P., & Niakas, D. (2017). Linking exploration to academic performance: the role of information seeking and academic self-efficacy. Library Management, 38(8/9), 404–414.
Gobierno de Chile–MINEDUC (2007). Estándares en Tecnología de la Información y la Comunicación para la Formación Docente. Competencias Docentes TIC. MINEDUC.
Gobierno de Chile–MINEDUC (2012). Estándares orientadores para carreras de pedagogía en Educación Media. MINEDUC.
Franganillo, J. (2023). La inteligencia artificial generativa y su impacto en la creación de contenidos mediáticos. methaodos. Revista de ciencias sociales, 11(2), m231102a10. http://dx.doi.org/10.17502/mrcs.v11i2.710
Hillmert, S., Grob, M., Schmidt-Hertha, B., & Weber, H. (2017). Informational environments and college student dropout. In J. Buder & F. W. Hesse (Eds.), Informational environments: Effects of use, effective designs (pp. 27–52). Springer.
Hölscher, C. & Strube, G. (2000). Web search behavior of Internet experts and newbies. Computer networks, 33(1), 337-346.
Ikoja-Odongo, R., & Mostert, J. (2006). Information seeking behaviour: a conceptual framework. South African Journal of Libraries and Information Science, 72(3), 145-158.
Kakai, M., Ikoja-Odongo, R., & Kigongo-Bukenya, I. M. N. (2004). A study of the information seeking behavior of undergraduate students of Makerere University. World Libraries, 14(1), 1-22.
Karagiannopoulou, E., & Milienos, F. S. (2015). Testing two path models to explore relationships between students’ experiences of the teaching-learning environment, approaches to learning and academic achievement. Educational Psychology, 35(1), 26–52.
Kellar, M., Watters, C., & Shepherd, M. (2007). A field study characterizing Web‐based information‐seeking tasks. Journal of the American society for information science and technology, 58(7), 999-1018.
Kim, S. U. (2015), Exploring the Knowledge Development Process of English Language Learners at a High School: How Do English Language Proficiency and the Nature of Research Task Influence Student Learning? Journal of the American society for information science and technology, 66(1), 128-143.
Kuhlthau, C. (2015). Guided inquiry: School libraries in the 21st century. School Libraries Worldwide, 16(1), 17-28.
Martín, A., Jodár, M., & Valenzuela, M. (2022). Tecnologías de la Información y Comunicación (TIC) en la formación y docencia. Formación Médica Continuada en Atención Primaria, 29(3), 28-38. https://doi.org/10.1016/j.fmc.2022.03.004
Olsen, M., Anne. R., & Diekema (2012). ‘I just Wikipedia it’: information behaviour of first-year writing students. Proceedings of the American Society for Information Science and Technology, 49(1), 1–11.
Roshdi, A., & Roohparvar, A. (2015). Information retrieval techniques and applications. International Journal of Computer Networks & Communications Security, 3(9), 373-377.
Rozo Torres, E. A., & Durán Posada, D. A. (2016). Diagnóstico del estudio de usuarios en las bibliotecas universitarias privadas de Bogotá D.C. [Trabajo de pregrado, Pontificia Universidad Javeriana]. http://hdl.handle.net/10554/19923
Rudolph, J., Tan, S., & Tan, S. (2023). ChatGPT: Bullshit spewer or the end of traditional assessments in higher education? Journal of Applied Learning and Teaching, 6(1), 1-22. https://doi.org/10.37074/jalt.2023.6.1.9
Sabariego, M., & Bisquerra, R. (2014). El Proceso de Investigación (Parte 1). En R. Bisquerra (Coord.), Metodología de la Investigación Educativa (4.ª ed., pp. 89-125). La Muralla.
Salleh, S. (2016). Examining the influence of teachers' beliefs towards technology integration in classroom. International Journal of Information and Learning Technology, 33(1), 17-35.
Sánchez, M., & Carbajal, E. (2023). La inteligencia artificial generativa y la educación universitaria ¿Salió el genio de la lámpara? Perfiles Educativos, XLV(número especial), 70–86. https://doi.org/10.22201/iisue.24486167e.2023.Especial.61692
Selwyn, N., Nemorin, S., & Johnson, N. (2016). High-tech, hard work: an investigation of teachers’ work in the digital age. Learning, Media and Technology, 42(4), 390-405. https://doi.org/10.1080/17439884.2016.1252770
Torres-Gómez, A. (2023). El fenómeno de las necesidades de información en el contexto de la Web 2.0 en estudiantes de administración en el municipio de Atlixco, Puebla. Investigación bibliotecológica, 37(94), 13-31. https://doi.org/10.22201/iibi.24488321xe.2023.94.58681
Uribe-Tirado, A. (2012). El aprendizaje y la enseñanza de competencias informacionales: dos sistemas interconectados desde la teoría de la actividad y los modelos de comportamiento informacional. Pensando Psicología, 8(15), 74-92.
Usun, S. (2009). Information and communications technologies (ICT) in teacher education (ITE) programs in the world and Turkey: (a comparative review). Procedia-Social and Behavioral Sciences, 1(1), 331-334.
Vergara, R., & Rey, S. (2024). Herramientas digitales de la Web 2.0 y el autoaprendizaje en el desarrollo de competencias digitales en una institución educativa. Revista de Climatología, 24, 279-300. https://doi.org/10.59427/rcli/2024/v24cs.279-300
Weber, H., Becker, D., & Hillmert, S. (2018). Information-seeking behaviour and academic success in higher education: Which search strategies matter for grade differences among university students and how does this relevance differ by field of study? Higher Education, 78(4), 657-678.
Weber, H., Hillmert, S., & Rott, K. (2018). Can digital information literacy among undergraduates be improved? Evidence from an experimental study. Teaching in Higher Education, 23(8), 909-926. https://doi.org/10.1080/13562517.2018.1449740
Winne, P. (1982). Minimizing the black box problem to enhance the validity of theories about instructional effects. Instructional Science, 11(1), 13-28.
Zhou, M. (2013). A systematic understanding of successful web searches in information-based tasks. Journal of Educational Technology & Society, 16(1), 321-331.
