Information Interaction and Behavior of Distance Education Students in Web-Based Environments

• Other Authors: Malki, Zohair S. (authoraut)
• Format: Others
• Language: English; English
• Published: Florida State University
• Subjects: Library science; Information science
• Online Access: http://purl.flvc.org/fsu/fd/FSU_migr_etd-2766

This study proposed four information behavior models or frames of mind, one for each of the four information interaction styles developed by Brooks (2001). The frames of mind explain how individuals classified within each style seek, explore, construct, and interact with information in a web-based learning environment. The models were developed based on data collected from a homogenous population of graduate distance education students enrolled in web-based courses at Florida State University College of Information during the Spring 2005 semester. The study analyzed 164 graduate students' responses to two instruments in order to answer the following research questions: what channels of information do graduate students chose to resolve their information needs; what source of information do graduate students chose to resolve their information needs; how are graduate students impacted by the selection of a specific channel or source of information to resolve their information needs; what emotions do graduate students experience when they resolve their information needs; and do relationships exist between action, emotions, and information interactions styles? A quantitative descriptive survey questionnaire research method was used to obtain the data about information behavior, including actions and emotions of graduate distance education students enrolled in web-based courses. The data collection occurred in two phases: (1) the information interaction styles (IIS) inventory and (2) the information behavior questionnaire (IB). In the first phase the sample was drawn from a population of 360 graduate students enrolled in web-based courses at FSU College of Information. The response rate was 40%. IIS inventory was used to classify the sample into four categories: aware, hesitant, engaged, and preempted. The second phase explored the academic information behavior of the students. The questionnaire was administrated to the same sample of students who responded in the first phase. The response rate was 60%. The sample was homogeneous with respect to their information interaction styles, but is none the less likely to have been representative of population from which it was drawn. One-hundred twenty-six were categorized as aware, twenty-four engaged, ten hesitant, and four preempted. The findings indicate that graduate students enrolled in distance education programs preferred online channels and sources of information over more traditional channels and sources. During the research process, these students changed actions and experienced emotions in accordance with the level of exploration and construction characteristic of their information interaction style. === A Dissertation submitted to the College of Information in partial fulfillment of the requirements for the degree of Doctor of Philosophy. === Fall Semester, 2005. === October 7, 2005. === Web-based Education, In formation Behavior === Includes bibliographical references. === Kathleen Burnett, Professor Directing Dissertation; Peter P. Garretson, Outside Committee Member; Michelle. Kazmer, Committee Member; Darrell Burke, Committee Member.