Examining perceptions, selections, and products in undergraduates’ learning from multiple resources

Background: When learning about complex topics using the Internet, students commonly encounter a multitude of textual, non-textual (e.g., images and graphs), and multimedia (e.g., videos) resources. Yet students’ learning from multiple texts and multiple (non-textual) resources (MT-MR learning) has received insufficient consideration in the literature.

Aims: We examine the associations among (1) undergraduates’ conceptions of reasons for multiple resource access, (2) log-data of resource use when completing a MT-MR task, and (3) writing performance.

Sample: Participants were 72 undergraduate students in the United States.

Methods: Undergraduates were provided with a library of five texts and one video, with the option of accessing supplemental data (e.g., graphs and maps) in association with each resource. Log-data (e.g., time and supplemental data access) of undergraduates’ resource use were collected. Undergraduates were then asked to compose a research report and to describe what they considered the purpose of multiple resource access to be.

Results: Four types of conceptions were identified, reflecting a desire to (1) access a lot of information, (2) understand multiple perspectives, (3) corroborate and evaluate information, and (4) develop a personal understanding of a given topic. Undergraduates who considered corroboration and evaluation to be the purpose of multiple resource access were more likely to access more supplemental data sources and performed better on a multiple resource learning task.

Conclusions: Undergraduates in our sample held conceptions largely similar to, but in some aspects distinct from, those identified by Barzilai and Zohar (Cognit Instruct, 30, 2012, 39). Conceptions were associated with resource access during task completion and with writing performance.

This is the peer reviewed version of the following article: [Examining perceptions, selections, and products in undergraduates’ learning from multiple resources. British Journal of Educational Psychology 91, 4 p1555-1584 (2021)], which has been published in final form at https://doi.org/10.1111/bjep.12435. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions: https://authorservices.wiley.com/author-resources/Journal-Authors/licensing/self-archiving.html#3.

Files

Metadata

Work Title Examining perceptions, selections, and products in undergraduates’ learning from multiple resources
Access
Open Access
Creators
  1. Alexandra List
  2. Gala S. Campos Oaxaca
  3. Eunseo Lee
  4. Hongcui Du
  5. Hye Yeon Lee
Keyword
  1. Multiple texts
  2. Multiple resources
  3. Multimedia learning
  4. Process data
  5. Multiple text comprehension
  6. Multiple text integration
License In Copyright (Rights Reserved)
Work Type Article
Publisher
  1. British Journal of Educational Psychology
Publication Date July 1, 2021
Publisher Identifier (DOI)
  1. https://doi.org/10.1111/bjep.12435
Deposited March 12, 2024

Versions

Analytics

Collections

This resource is currently not in any collection.

Work History

Version 1
published

  • Created
  • Added List_et_al.2021.EXAMINING_PERCEPTIONS__SELECTIONS__AND_PRODUCTS_IN_UNDERGRADUATES__LEARNING_FROM_MULTIPLE_RESOURCES.pdf
  • Added Creator Alexandra List
  • Added Creator Gala S. Campos Oaxaca
  • Added Creator Eunseo Lee
  • Added Creator Hongcui Du
  • Added Creator Hye Yeon Lee
  • Published
  • Updated Keyword, Description, Publication Date Show Changes
    Keyword
    • Multiple texts, Multiple resources, Multimedia learning, Process data, Multiple text comprehension, Multiple text integration
    Description
    • <p>Background: When learning about complex topics using the Internet, students commonly encounter a multitude of textual, non-textual (e.g., images and graphs), and multimedia (e.g., videos) resources. Yet students’ learning from multiple texts and multiple (non-textual) resources (MT-MR learning) has received insufficient consideration in the literature. Aims: We examine the associations among (1) undergraduates’ conceptions of reasons for multiple resource access, (2) log-data of resource use when completing a MT-MR task, and (3) writing performance. Sample: Participants were 72 undergraduate students in the United States. Methods: Undergraduates were provided with a library of five texts and one video, with the option of accessing supplemental data (e.g., graphs and maps) in association with each resource. Log-data (e.g., time and supplemental data access) of undergraduates’ resource use were collected. Undergraduates were then asked to compose a research report and to describe what they considered the purpose of multiple resource access to be. Results: Four types of conceptions were identified, reflecting a desire to (1) access a lot of information, (2) understand multiple perspectives, (3) corroborate and evaluate information, and (4) develop a personal understanding of a given topic. Undergraduates who considered corroboration and evaluation to be the purpose of multiple resource access were more likely to access more supplemental data sources and performed better on a multiple resource learning task. Conclusions: Undergraduates in our sample held conceptions largely similar to, but in some aspects distinct from, those identified by Barzilai and Zohar (Cognit Instruct, 30, 2012, 39). Conceptions were associated with resource access during task completion and with writing performance.</p>
    • <p>Background: When learning about complex topics using the Internet, students commonly encounter a multitude of textual, non-textual (e.g., images and graphs), and multimedia (e.g., videos) resources. Yet students’ learning from multiple texts and multiple (non-textual) resources (MT-MR learning) has received insufficient consideration in the literature.
    • Aims: We examine the associations among (1) undergraduates’ conceptions of reasons for multiple resource access, (2) log-data of resource use when completing a MT-MR task, and (3) writing performance.
    • Sample: Participants were 72 undergraduate students in the United States.
    • Methods: Undergraduates were provided with a library of five texts and one video, with the option of accessing supplemental data (e.g., graphs and maps) in association with each resource. Log-data (e.g., time and supplemental data access) of undergraduates’ resource use were collected. Undergraduates were then asked to compose a research report and to describe what they considered the purpose of multiple resource access to be.
    • Results: Four types of conceptions were identified, reflecting a desire to (1) access a lot of information, (2) understand multiple perspectives, (3) corroborate and evaluate information, and (4) develop a personal understanding of a given topic. Undergraduates who considered corroboration and evaluation to be the purpose of multiple resource access were more likely to access more supplemental data sources and performed better on a multiple resource learning task.
    • Conclusions: Undergraduates in our sample held conceptions largely similar to, but in some aspects distinct from, those identified by Barzilai and Zohar (Cognit Instruct, 30, 2012, 39). Conceptions were associated with resource access during task completion and with writing performance.</p>
    Publication Date
    • 2021-12-01
    • 2021-07-01
  • Updated