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ERIC Number: EJ1461670
Record Type: Journal
Publication Date: 2025-Mar
Pages: 23
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1042-1726
EISSN: EISSN-1867-1233
Available Date: 2024-02-24
Exploring the Relationship between Students' Information Problem Solving Patterns and Epistemic Beliefs: A Mixed Methods Sequential Analysis Study
Kun Huang1; Victor Law2; Xun Ge3; Yan Chen4; Ling Hu5
Journal of Computing in Higher Education, v37 n1 p346-368 2025
Information problem solving (IPS) is an important twenty-first century skill, but it is lacking at all age levels. One type of information problem, those of an ill-structured nature that require multiple iterations of (re)defining problems and formulating emerging solutions, can be particularly challenging but have received less attention in the IPS literature. Further, the process of solving such problems often reveals, while simultaneously being impacted by, problem solvers' epistemic beliefs. Using a self-regulated problem-solving model as an analytic framework and taking advantage of multiple data sources, this study examined college students' self-regulatory patterns in performing an ill-structured IPS task, and compared the patterns displayed by two groups of students with more and less adaptive epistemic beliefs. Sequential analysis of behavioral data revealed different patterns between the two groups. Think-aloud data, interviews, and students' IPS products showed three key differences between the two groups: difference in the roles of IPS task instructions, difference in the numbers and triggers of queries, and qualitative difference in iterations between page viewing and writing. The findings yielded important insights into the self-regulatory processes of IPS and the role of epistemic beliefs at different problem-solving stages. Implications are drawn for educators and learning designers for developing IPS in higher education.
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link-springer-com.bibliotheek.ehb.be/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: 1University of Kentucky, Department of Curriculum and Instruction, Lexington, USA; 2University of New Mexico, Organization, Information & Learning Sciences Program, Albuquerque, USA; 3University of North Texas, Department of Learning Technologies, Denton, USA; 4University of Nevada, Las Vegas, Department of Teaching and Learning, Las Vegas, USA; 5Jilin University, College of Foreign Language Education, Changchun, China