Search (25 results, page 2 of 2)

7.134467E-4 = product of:
  0.009988253 = sum of:
    0.009988253 = weight(_text_:information in 5166) [ClassicSimilarity], result of:
      0.009988253 = score(doc=5166,freq=4.0), product of:
        0.052020688 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.029633347 = queryNorm
        0.1920054 = fieldWeight in 5166, product of:
          2.0 = tf(freq=4.0), with freq of:
            4.0 = termFreq=4.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.0546875 = fieldNorm(doc=5166)
  0.071428575 = coord(1/14)

Source

Journal of the American Society for Information Science. 47(1996) no.6, S.437-448

Theme

Information

7.134467E-4 = product of:
  0.009988253 = sum of:
    0.009988253 = weight(_text_:information in 5425) [ClassicSimilarity], result of:
      0.009988253 = score(doc=5425,freq=4.0), product of:
        0.052020688 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.029633347 = queryNorm
        0.1920054 = fieldWeight in 5425, product of:
          2.0 = tf(freq=4.0), with freq of:
            4.0 = termFreq=4.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.0546875 = fieldNorm(doc=5425)
  0.071428575 = coord(1/14)

Abstract

Hypertext provides a flexible environment in which to explore information. This makes it suitable for use with instructional software where students can exchange a linear progression for a more individualised exploration of the material. When designing instructional hypertext prgrammes, decisions must be taken on the degree of learner control rather than programme control. Learner control gives to the individual learner a control over the learning strategy; programme control imposes upon the learner, to some degree at least, that strategy. Discusses the arguments for and against learner control of hypertext environments in an instructional context and reviews the research evidence on learner control

Source

Education for information. 14(1996) no.2, S.95-106

5.7655195E-4 = product of:
  0.008071727 = sum of:
    0.008071727 = weight(_text_:information in 3840) [ClassicSimilarity], result of:
      0.008071727 = score(doc=3840,freq=2.0), product of:
        0.052020688 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.029633347 = queryNorm
        0.1551638 = fieldWeight in 3840, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.0625 = fieldNorm(doc=3840)
  0.071428575 = coord(1/14)

Source

Journal of librarianship and information science. 23(1991) no.4, S.203-217

4.993087E-4 = product of:
  0.0069903214 = sum of:
    0.0069903214 = weight(_text_:information in 625) [ClassicSimilarity], result of:
      0.0069903214 = score(doc=625,freq=6.0), product of:
        0.052020688 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.029633347 = queryNorm
        0.1343758 = fieldWeight in 625, product of:
          2.4494898 = tf(freq=6.0), with freq of:
            6.0 = termFreq=6.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.03125 = fieldNorm(doc=625)
  0.071428575 = coord(1/14)

Abstract

The article reports a field study which examined the mental models of 80 undergraduates seeking information for either a history or psychology course essay when they were in an early, exploration stage of researching their essay. This group is presently at a disadvantage when using thesaurus-type schemes in indexes and online search engines because there is a disconnect between how domain novice users of IR systems represent a topic space and how this space is represented in the standard IR system thesaurus. The study attempted to (a) ascertain the coding language used by the 80 undergraduates in the study to mentally represent their topic and then (b) align the mental models with the hierarchical structure found in many thesauri. The intervention focused the undergraduates' thinking about their topic from a topic statement to a thesis statement. The undergraduates were asked to produce three mental model diagrams for their real-life course essay at the beginning, middle, and end of the interview, for a total of 240 mental model diagrams, from which we created a 12-category mental model classification scheme. Findings indicate that at the end of the intervention, (a) the percentage of vertical mental models increased from 24 to 35% of all mental models; but that (b) 3rd-year students had fewer vertical mental models than did 1st-year undergraduates in the study, which is counterintuitive. The results indicate that there is justification for pursuing our research based on the hypothesis that rotating a domain novice's mental model into a vertical position would make it easier for him or her to cognitively connect with the thesaurus's hierarchical representation of the topic area.

Source

Journal of the American Society for Information Science and Technology. 58(2007) no.13, S.2092-2104

4.32414E-4 = product of:
  0.0060537956 = sum of:
    0.0060537956 = weight(_text_:information in 5306) [ClassicSimilarity], result of:
      0.0060537956 = score(doc=5306,freq=2.0), product of:
        0.052020688 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.029633347 = queryNorm
        0.116372846 = fieldWeight in 5306, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.046875 = fieldNorm(doc=5306)
  0.071428575 = coord(1/14)

Source

Journal of the American Society for Information Science. 46(1995) no.5, S.340-347