Search (2 results, page 1 of 1)

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Abstract

Reports on 4 experiments conducted at Sheffield University, Department of Information Studies, UK, into cognitive models which illuminate how people learn using electronic media. The experiments dealt with: learning strategies in an unconstrained electronic environment, in a hypertext environment, and in database searching, and matching and mismatching learning styles. Discusses the positive or negative implications for the design of electronic learning materials suggested by these experiments

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Abstract

How postings information is used for inverted file searching was investigated by comparing searches, made by postgraduate students at the Dept. of Information Studies, of the LISA database on CD-ROM with and without postings information. Performance (the number of relevant references, precision and recall) was not significantly different but searches with postings information took more time, and more sets were viewed, than in searches without postings. Postings information was used to make decisions to narrow or broaden the search; to view or print the references. The same techniques were used to amend searches whether or not postings information was available. Users decided that a search was satisfactory on the basis of the search results, and consequently many searches done without postings were still considered satisfactory. However, searchers thought that the lack of postings information had affected 90% of their searches. Differences in search performance and searching behaviour were found in participants who were shown to have different learning styles using the Witkin's Embedded Figures test and the Lancaster Short Inventory of Approaches to Learning Test. These differences were, in part, explained by the differences in behaviour indicated by their learning styles