Unveiling the Truth: Doctoral Students’ Awareness of their Online Information-Seeking Behaviors
Listen and learn : Research paper
Saturday, December 5, 10:15–11:00 am PST (Pacific Standard Time)
Presentation 2 of 3
Merging InTASC, ISTE Educator Standards and Tenure/Promotion Criteria: Increasing Faculty Accountability
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Jessica Bruch Douglas Lare
The session is an overview of a study on doctoral students awareness of their online behaviors and the impact that has on their online research strategies. The participants in the study used the"ThinkingApp" to gain feedback on how they are conducting research to complete doctoral level coursework successfully.
|Audience:||Teacher education/higher ed faculty, Technology coordinators/facilitators, Library media specialists|
|Attendee devices:||Devices useful|
|Attendee device specification:||Laptop: Chromebook, Mac, PC
Tablet: Android, iOS, Windows
|Participant accounts, software and other materials:||Google Chrome
ThinkingApp -Google Chrome Extension
|Topic:||Online tools, apps & resources|
|Grade level:||Community college/university|
|Subject area:||Language arts, Higher education|
|ISTE Standards:||For Educators:
|Influencer Disclosure:||This session includes a presenter that indicated a “material connection” to a brand that includes a personal, family or employment relationship, or a financial relationship. See individual speaker menu for disclosure information.|
Upon reviewing the literature, many of the theories that are proposed for information- problem solving are still in the model stage, therefore there are six models, not theories, that exist concerning information-seeking behaviors. (Rather &Ganaie, 2017). These models have been developed by Kuhlthau (1992), Dervin (1992), Wilson (1981, 1996, 1999), Ellis (1993), Eisenberg & Berkowitz (1988, 1990), and Urquhart & Rowley (2007) proposed after several years of studying post-graduate students in a variety of disciplines and settings, mostly out of the United States. These models focus more on the process the participants took for information-seeking rather than the final product behind the research.
The qualitative components of the study will involve semi-structured interviews, participant observations, and focus groups where participants will answer and discuss questions, developed by the researcher, with a focus on the data gathered regarding their online information-seeking behaviors.
This study also utilizes a participatory action research design. Action Research calls upon the participants to have an active role in the decision making throughout. Research involves observing and reflecting through discussions. Focus groups will be utilized as student discuss their research journal’s analytics.
Purposeful sampling will be utilized for this study. Purposeful sampling enables the researcher to select individuals and settings for the study because “they can purposefully inform an understanding of the research problem” (Creswell & Poth, 2018, p. 326). The researcher’s subject selection of doctoral students at a Northeastern, Pennsylvania from one cohort during one semester of coursework will minimize variables in the study.
The data collection procedures involved interviews and observations to shed light on the research questions.
1. Can a student's awareness of their information-seeking behaviors impact the development of their online research strategies?
• What impact does access to an individual’s Targeted Online Learner Analytics (TOLA) have on the overall development of their online research strategies?
2. How do peer discussions influence research strategies?
The procedures for data analysis involves coding the data to look for emerging themes. The data collected through the focus
groups will be analyzed using Grounded Theory procedures for coding. Fieldnotes taken during participant observations will be analyzed by looking to see if any themes emerge that connect to the discussions during focus groups and interviews.
The expectation for this study is to determine if doctoral students having the ability to view and discuss with peers their online learner analytics concerning their information-seeking behaviors will have (if any) an impact on their online research abilities. If so, will that impact the successful completion of course requirements at the doctoral level thus their completion of the doctoral program.
Data will be collected beginning October 2020 and ending January 2020. The researcher will finalize the dissertation by May 2020.
According to the literature, the need to be comprehensive and up to date in reviewing the literature is perhaps never more significant than in the doctoral dissertation (Barry, 1997; Bruce, 2001; Chu & Law, 2007; Macauley & Green, 2009; Madden, 2014; Spezi, 2016).
Overall, doctoral students may benefit most from using electronic sources. Databases will enable them to cover the literature comprehensively in their fields.
Researchers have identified variables for successful completion of a doctoral degree. These variables include the ability to complete research and collaborate with peers. (Council for Graduate Schools, n.d.; Gisemba Bagaka’s, Badillo, & Rispinto, 2015; Golde, Dore, 2001)
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