TY - JOUR
T1 - Information searching strategies in Web-based science learning
T2 - The role of Internet self-efficacy
AU - Tsai, Meng Jung
AU - Tsai, Chin Chung
N1 - Funding Information:
An early version of this paper was presented at the annual meeting of the National Association for Research in Science Teaching (NARST) in St Louis, USA, March 2001. This study was supported, in part, by the National Science Council, Taiwan, under the following two grant numbers: NSC 90-2511-S-009-005 and NSC 90-2520-S-305-002.
PY - 2003/2
Y1 - 2003/2
N2 - The purpose of this study was to explore students' information searching strategies in Web-based science learning activities and further examine the influence of students' Internet self-efficacy on these strategies. Eight subjects were randomly selected from a pool of 73 college freshmen based on mixed genders and Internet self-efficacy levels. In-depth case studies and comparisons were used to analyse subjects' Web-based searching and learning achievement, online searching strategies and the role of Internet self-efficacy. The results showed evidence that high Internet self-efficacy students had better information searching strategies and learned better than those with low Internet self-efficacy in a Web-based learning task. This study further proposed a framework for analysing Web-based searching strategies. This study also reflected the importance of explicitly helping students acquire better metacognitive Web searching strategies.
AB - The purpose of this study was to explore students' information searching strategies in Web-based science learning activities and further examine the influence of students' Internet self-efficacy on these strategies. Eight subjects were randomly selected from a pool of 73 college freshmen based on mixed genders and Internet self-efficacy levels. In-depth case studies and comparisons were used to analyse subjects' Web-based searching and learning achievement, online searching strategies and the role of Internet self-efficacy. The results showed evidence that high Internet self-efficacy students had better information searching strategies and learned better than those with low Internet self-efficacy in a Web-based learning task. This study further proposed a framework for analysing Web-based searching strategies. This study also reflected the importance of explicitly helping students acquire better metacognitive Web searching strategies.
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U2 - 10.1080/1355800032000038822
DO - 10.1080/1355800032000038822
M3 - Article
AN - SCOPUS:0037316791
SN - 1470-3297
VL - 40
SP - 43
EP - 50
JO - Innovations in Education and Teaching International
JF - Innovations in Education and Teaching International
IS - 1
ER -