The influence of information use strategies on ill structured-domain graduate learning tasks
Notice bibliographique
Résumé
This dissertation presents a user-centred, interdisciplinary study on information use strategies. In complex learning contexts such as ill-structured-domains, there are three ways of using information. The first is to make sense of the information fragments to construct a cohesive whole. The second is to integrate this newly constructed whole into the learner's existing knowledge structures. The third is to make use of this integrated entity to achieve the learning goals. The Information Science literature refers to this three-fold process as "using information". A number of strategies can be applied to using information in order to help learners address the challenges of using information within these complex contexts. This dissertation study is a qualitative inquiry on the influence such strategies can have on using information to complete ill-structured-domain learning tasks.This was a naturalistic study designed to better understand both the general nature of the information use process and the influence of strategies on this process. The study consisted of a user-centred study that examined the information use process of nine graduate students enrolled in the faculty of Education at McGill University over the period of an academic semester. This investigation focused on two graduate level ill-structured-domain learning tasks. The first was to produce a set of reflective critiques on the required course readings over the course of the term, one for each theory studied. The second task was a final term paper that proposed research based on the theories studied in the course. Learners were required to synthesize the theories and the course content in order to propose a research study relevant to the field of Education. Both tasks required the use of higher order thinking skills. The information use strategies used by students during these two tasks were studied in order to better understand their nature and thus make an original contribution towards theory and practice in the Information Science. The two frameworks developed by this study represent theoretical contributions. The first framework provides an overview of the information use process in an ill-structured-domain learning task. The second framework demonstrates the influence of strategies on this process. These two frameworks could be used as springboards for future Information Science research.These frameworks could also be used to design instructional programs in such a way as to improve student performance. This represents a contribution to professional practice. The user-centered approach provides insights on factoring in user subjectivity into these programs. The framework for information use strategies can help inform learners on how to construct dynamic and optimal strategies and plans that are best adapted to their learning goals and to the progressive stages of using information.A number of interdisciplinary propositions guided this investigation. The investigation of the information use process was predominantly guided by Dervin's (1983) âsensemaking approachâ and Spiro's (1987) "cognitive flexibility theory". The analysis of strategies in the information use process relied mostly on the Education literature and employed Pressley's (1989) "strategy oriented perspective" as the key theoretical concept.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,002 | 0,000 |
| Communication savante | 0,001 | 0,011 |
| Science ouverte | 0,002 | 0,000 |
| Intégrité de la recherche | 0,001 | 0,002 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».