摘要
[目的/意义]揭示大学生在完成学习任务过程中的5个信息交互阶段的输入、过程和输出的元素及其关系。[方法/过程]对招募的21名不同专业和年级的大学生进行半结构化访谈获取数据。一共获得了25.2万字的访谈文本数据,并采用开放式编码和主轴编码方法对访谈数据进行分析。[结果/结论]第一,大学生信息交互各阶段均由独特的子活动构成。第二,大学生信息交互各阶段既有共同的输入元素,也有其各自独特的输入元素。第三,大学生信息交互各阶段的输出包括物理输出和认知输出两个维度,且各阶段均会产生独特的物理输出。第四,以任务和学习为主线,以TBII的输入、过程和输出为依托,构建了基于学习任务的大学生信息交互机理模型。
[Purpose/significance]This study aims to reveal the input,process,and output elements and their relationships in the five information interaction stages of college students during the process of completing learning tasks.[Method/process]Semi-structured interviews with 21 college students of different majors and grades were used to collect research data.A total of 252000 words of interview data were obtained,and were analyzed by using open coding and axial coding.[Result/conclusion]First,each stage of college students’information interaction is composed of unique sub-activities.Second,each stage of college students’information interaction has both common input factors and its own unique input factors.Third,the output of college students’information interaction stages includes physical output and cognitive output.In addition,each stage produces some unique physical outputs.Fourth,with tasks and learning as the main line,and relying on the input,process and output of TBII,a learning task-based college students’information interaction mechanism model is proposed.
出处
《情报理论与实践》
CSSCI
北大核心
2022年第8期76-82,120,共8页
Information Studies:Theory & Application
基金
国家自然科学基金青年项目“建构主义视角下学术用户网络信息搜索中的学习机制及效用研究”(项目编号:71904086)
教育部人文社会科学青年基金项目“学术用户网络信息搜索中情感体验的形成机制及效用研究”(项目编号:19YJC870007)的成果。
关键词
学习任务
信息交互
信息项
学习效果
用户认知
learning tasks
information interaction
information item
learning outcome
user cognitive
