Information searching strategies in web-based science learning: the role of internet self-efficacy

The results showed evidence that high Internet self-efficacy students had better information searching strategies and learned better than those with low Internet self-efficacy in a Web-based learning task

Meng-Jung Tsai; Chin-Chung Tsai

2004

Key concepts

Scholarcy highlights

  • The purpose of this study was to explore students' information searching strategies in Web-based science learning activities and further examine the influence of students' Internet self-efficacy on these strategies
  • Eight subjects were randomly selected from a pool of 73 college freshmen based on mixed genders and Internet self-efficacy levels
  • The results showed evidence that high Internet self-efficacy students had better information searching strategies and learned better than those with low Internet self-efficacy in a Web-based learning task
  • This study further proposed a framework for analysing Web-based searching strategies
  • This study reflected the importance of explicitly helping students acquire better metacognitive Web searching strategies

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