Search (5 results, page 1 of 1)

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Abstract

Undergraduates were tested to establish how they searched databases, the effectiveness of their searches and their satisfaction with them. The students' cognitive and learning styles were determined by the Lancaster Approaches to Studying Inventory and Riding's Cognitive Styles Analysis tests. There were significant differences in the searching behaviour and the effectiveness of the searches carried out by students with different learning and cognitive styles. Computer-assisted learning (CAL) packages were developed for three departments. The effectiveness of the packages were evaluated. Significant differences were found in the ways students with different learning styles used the packages. Based on the experience gained, guidelines for the teaching of information skills and the production and use of packages were prepared. About 2/3 of the searches had serious weaknesses, indicating a need for effective training. It appears that choice of searching strategies, search effectiveness and use of CAL packages are all affected by the cognitive and learning styles of the searcher. Therefore, students should be made aware of their own styles and, if appropriate, how to adopt more effective strategies

Source

Journal of information science. 22(1996) no.2, S.79-92

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Abstract

Reports a study of undergraduate students' use of computer-based information retrieval services in relation to their cognitive and learning styles. Includes a survey of staff at Sheffield University, UK on their use of computer databases and the extend to which undergraduates are made aware of these services. Results show that undergraduate use is low and varies greatly between students of differnt faculties. Student searching behaviour was found to be basic and their performance inadequate. Significant correlation's between cognitive and learning styles and search behaviour were found. Computer-assisted learning (CAL) packages were developed and customised for 3 departments. Guidelines were drawn up based on the project's findings for introducing a computerised information sources programme into the undergraduate curriculum and preparing CAL teaching packages on information skills

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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

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Abstract

The primary aim of the study was to investigate the effect of the absence of postings information on online searches and searching behaviour and these results were reported in Journal of information science 20(1994) no.1. The secondary aim, reported here, was to assess the cognitive styles of the participants to ensure that the population was sufficiently vareid in this respect and to investigate possible correlations between cognitive ability and searching behaviour. Throughout the project, searches were made by postgraduates at the department of information studies, University of Sheffield using the LISA database on CD-ROM. A total of 67 searchers carried out 275 searches, both with and without postings information. Reports significant differences in both searching behaviour and search outcomes obtained by those with different learning styles, with and without postings information. Significant correlations were found between cognitice styles and online searching. Searchers characterized by different learning styles tend to adopt different search strategies and strategies associated with comprehension and operation learning styles result in qualitatively different searching performance. Searching approaches associated with a versatile style are the most effective. Making feedback in the form of postings available enables comprehension and operation learners, and field independent searchers, to change their apporach in qualitatively different ways. Other findings are reported and discussed