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      Scaffolding Performance in IR Instruction: Exploring Learning Experiences and Performance in Two Learning Environments

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      Journal of Information Science
      SAGE Publications

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          Abstract

          In order to design information retrieval (IR) learning environments and instruction, it is important to explore available pedagogical solutions and their impact on learning experiences and performance in learning situations. The particular focus of this study is the demonstration of how pedagogical solutions like scaffolding and anchored instruction can be implemented in IR instruction and what effects it has on learning experiences and performance compared to a more traditional learning environment and instruction. The study of these solutions is a novel approach in information science. The 65 participants of an introductory course on IR were selected for this study, and the analysis illustrates their learning experiences and performance. The method for empathy-based stories (MEBS) as well as course feedback questionnaire and log files of search exercises were used to collect data. The results indicated that anchoring and scaffolding are promising strategies to make learning experiences meaningful and create learners' ownership of one's learning. Performance analysis indicates that scaffolding with an instructional tool, the IR Game, with performance feedback and scaffolding and anchoring by tutors, enables students to construct more effective queries. Results of the study, in terms of the benefits of anchoring and scaffolding, are not categorical because of the range of intervening variables; and the difficulty of setting up a field experiment which tried to be naturalistic, but at the same time tried to focus on a specific aspect.

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          Most cited references46

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          THE ROLE OF TUTORING IN PROBLEM SOLVING

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            Information and digital literacies: a review of concepts

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                Author and article information

                Journal
                Journal of Information Science
                Journal of Information Science
                SAGE Publications
                0165-5515
                1741-6485
                October 2003
                July 01 2016
                October 2003
                : 29
                : 5
                : 375-390
                Affiliations
                [1 ]University of Tampere, Finland,
                Article
                10.1177/01655515030295004
                6cc7f3a6-f459-46b5-b7fc-99a0023618d9
                © 2003

                http://journals.sagepub.com/page/policies/text-and-data-mining-license

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