Profiling students’ multiple source use by question type

Alexandra List, Emily M. Grossnickle, Patricia A. Alexander

Research output: Contribution to journalArticlepeer-review

11 Scopus citations

Abstract

The present study examined undergraduate students’ multiple source use in response to two different types of academic questions, one discrete and one open ended. Participants (N = 240) responded to two questions using a library of eight digital sources, varying in source type (e.g., newspaper article) and reliability (e.g., authors’ credentials). Log-data captured students’ source use process. Differences were found in the total number and types of sources students accessed when responding to the two questions. Across the questions, cluster analysis identified five consistent patterns of source use; however, the percentage of student in each cluster differed across the two questions.

Original languageEnglish (US)
Pages (from-to)753-797
Number of pages45
JournalReading Psychology
Volume37
Issue number5
DOIs
StatePublished - Dec 4 2015

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology
  • Linguistics and Language

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