“What’s the Question?” Examining the Impact of Question Type on Students’ Multiple Source Use

• In Event: Poster Session 19
  In Poster Session: Cognitive Processes and Self-Regulated Learning

Abstract

This study used trace data to examine how undergraduates (N=312) navigated a library of eight digital sources to respond to two different questions, one discrete and one open-ended. Differences were found in students’ multiple source use in response to the two questions, with students using significantly more sources to answer the discrete question. Cluster analysis was used to group students into four navigational profiles, identifying searchers concerned with (a) efficiency (b) efficiency and verification, (c) purposeful selection and (d) indiscriminant searchers. Students’ source use was also found to contribute to response accuracy for the discrete question and response quality for the open-ended question. Implications for online instructional task design will be discussed.

Authors

• Alexandra List, University of Maryland

• Emily M. Grossnickle, University of Maryland

• Patricia A. Alexander, University of Maryland