Evaluating On-Line Resources: How Community College Students in STEM Sort and Select Material on the Internet
Evaluating On-Line Resources: How Community College Students in STEM Sort and Select Material on the Internet
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DOI：
10.1177/00915521221087286
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发表时间：
2022-04
影响因子：
1.3
通讯作者：
Thai-Huy Nguyen;Rose Ann E. Gutierrez;Jalen Smith
中科院分区：
文献类型：
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作者：
Thai-Huy Nguyen;Rose Ann E. Gutierrez;Jalen Smith
研究问题：网上大量可用的资料促使研究人员了解本科生如何分类、选择或评估从搜索中出现的结果。由于学生依赖于在线材料来促进他们的课程材料的学习，了解他们的过程的基础对于机构如何制定更公平和深远的策略来促进学生的成功是必不可少的。在此背景下，本研究提出以下问题：当学生面临从在线搜索中出现的几种选择时，用于评估和选择支持课程内容学习的资源的标准是什么？方法：为了回答研究问题，我们利用了12名就读于社区学院地区的学生的访谈数据，他们提供了关于他们如何评估科学、技术、工程和数学（STEM）课程的在线资源的见解。结果：我们发现信任和效用是在线资源评估的主要标准。学生对给定资源中内容的准确性持怀疑态度，并使用信任的几个维度来指导他们的评估。学生们也有目的地进行评估，寻找和分类反映他们的目标和参与的首选条件的资源，或者我们认为是实用的资源。结论：了解学生如何分类和评估在线资源，有助于深入了解日益由互联网定义的学习环境，并告知机构和教师如何更好地将这些资源整合到他们的课程和学术支持中。我们的研究结果揭示了对机构领导、教师和学生服务的影响。
Research Question: The vast amount of material available on-line has prompted researchers to understand how undergraduate students sort and select, or evaluate, the results that emerge from their searches. Since students depend on on-line material to facilitate their learning of course material, understanding the basis of their process is imperative to how institutions develop more equitable and far-reaching strategies for student success. Given this context, this study asks the following question: When students are faced with several choices that emerge from their on-line search, what are the criteria used to evaluate and select resources that support learning of course content? Methods: To answer the research question, we drew on interview data from 12 students enrolled in a community college district, who offered insights on how they evaluated on-line resources for their science, technology, engineering, and mathematics (STEM) courses. Results: We find that trust and utility were the prominent criteria by which on-line resources were evaluated. Students were skeptical of the accuracy of content in a given resource and used several dimensions of trust to direct their assessment. Students also evaluated with purpose, to search for and sort resources that reflected their goals and preferred conditions for engagement, or what we consider as utility. Conclusion: Understanding how students sort and evaluate on-line resources offers insights into a learning environment increasingly defined by the internet and informs how institutions and instructors might better incorporate these resources into their curriculum and academic supports. Our findings reveal implications for institutional leadership, faculty, and student services.