Computer Science Students' Use of the Internet for Academic Purposes: Difficulties and Learning Processes

Autor/inn/en	Ben-David Kolikant, Yifat; ma'ayan, Ze'ev
Titel	Computer Science Students' Use of the Internet for Academic Purposes: Difficulties and Learning Processes
Quelle	In: Computer Science Education, 28 (2018) 3, S.211-231 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0899 3408
DOI	10.1080/08993408.2018.1528045
Schlagwörter	Computer Science Education; Higher Education; Internet; Web 2.0 Technologies; Information Sources; Student Attitudes; Learning Processes; Teacher Attitudes; College Faculty; Search Strategies; Technology Uses in Education; Case Studies; Foreign Countries; Social Media; Research; Teaching Methods; College Students; Cross Cultural Studies; Cognitive Ability; Information Literacy; Difficulty Level; United Kingdom; Israel + Suchen Sie Ihr Suchwort? Computer science lessons; Informatikunterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Information source; Informationsquelle; Schülerverhalten; Learning process; Lernprozess; Lehrerverhalten; Fakultät; Suchstrategie; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Case study; Fallstudie; Case Study; Ausland; Soziale Medien; Forschung; Teaching method; Lehrmethode; Unterrichtsmethode; Collegestudent; Cultural comparison; Kulturvergleich; Denkfähigkeit; Informationskompetenz; Schwierigkeitsgrad; Großbritannien
Abstract	Higher-education students now have more alternatives for searching for information than previous generations had. The Internet is a vast ocean of information sources, albeit with diverse reliability and quality. In Web 2.0 platforms, any participant can be a content creator. This reality is challenging for both the instructors and the students. We conducted interviews with 12 Computer Science students and 8 instructors from two universities to (a) identify the difficulties students encounter, if at all, (b) identify the learning processes that students undergo, if at all, when using the Internet for their CS studies, in particular, programming tasks; and (c) elicit instructors' perceptions of students' use of the Internet. Both students and instructors agreed that although using the Internet is not trivial, direct teaching of this skill is unnecessary. Instructors differed in their attitudes towards students' use of the internet. We found that in the first year the students' use of the Internet and their difficulties are similar to reports in the empirical literature, and echo the instructors' concerns. However, after extensive experience, students undergo a learning process, and their ability to navigate the myriad sources, as well as to search, manage, and effectively evaluate Internet sources improves. Students mentioned their improved abilities to code as a means to effectively evaluate information sources. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01