基于时间情境的本科生课业信息行为与体验研究

Research on Information Behavior and Experience of Undergraduate Assignment Based on Time Context

[目的/意义]作为学习知识的巩固与学习效果的评估,本科生课业是本科生学习的重要环节,这个环节中学生经常需要自主搜集信息、组织信息并创造信息。了解学生在课业过程中的信息行为和体验,有助于设计相应的信息搜索和辅助学生学习的系统。[方法/过程]文章通过长期在线观察结合问卷和日志分析对18名在校本科生课业过程中的信息行为进行分析,探究了学生课业信息行为在不同阶段的特征及完成体验。[结果/结论]研究发现,在4个不同时间区间学生课业投入的精力与课业完成的比例具有明显的差异。按照课业时间分配类型,可将学生分为“前期型”“平稳型”“后期型”与“前少后多型”4类,不同类别的学生在信息搜寻行为与体验上有不同表现。由此提出在分析学生课业信息行为时,应将信息搜寻过程模型与日常信息查询行为模型中的时间情境结合展开分析。

[Purpose/significance]As the consolidation of knowledge and the evaluation of learning effect,undergraduate assignments play an important part of undergraduate study,in which students often need to collect,organize,and create information independently.Understanding the information behavior and experience of students in assignments is helpful for us to design the corresponding information search system and the system to assist students’learning.[Method/process]Through long-term online observation combined with questionnaire and log analysis,this study analyzed information behaviors of 18 undergraduates during the assignments,explored the characteristics and completion experiences of students’assignment information behaviors at different stages.[Result/conclusion]It was found that there were obvious differences between the proportion of students’assignments input efforts and completions in four different periods.According to the time allocation type,the students were then divided into four categories,namely“pre-type”“stationary-type”“post-type”“pre-less and post-more type”.Different types of students had different performance in the assignment behaviors and experiences.Therefore,we proposed to combine the Information Seeking Process model and the time context in Everyday Life Information Seeking model when analyzing users’information behaviors for task completions.