Information problem solving during a digital authentic task: A thematic analysis of students’ strategies

Authors Josien Boetje, Stan O. van Ginkel, Matthijs H.J. Smakman , Erik Barendsen, Johan Versendaal
Published in Computers in Human Behavior Reports
Publication date 2024
Research groups Betekenisvol Digitaal Innoveren
Type Article

Summary

In the digital age, information problem solving (IPS) competence is essential for professionals to use online information effectively. Despite its importance, starting professionals often struggle with processing and presenting information, which are critical phases during authentic IPS tasks. Therefore, higher education institutions are tasked with preparing students to navigate these complex phases of IPS after graduation. However, most previous studies have focused on the “search” and “select” phases of simple, short-duration IPS tasks, which do not reflect the complex information challenges faced in professional settings. To address this gap, this study aimed to identify and categorize the strategies higher education students currently use to process and present information for a semester-long authentic professional task. A thematic analysis of cued retrospective reporting sessions was conducted with 24 senior students while they created a website for professional practice. Students demonstrated 49 IPS strategies, which were categorized into twelve IPS activities across three generic activity phases: “process,” “synthesize,” and “create.” Within these phases, three patterns of co-occurring strategies were observed: reproductive, arranging, and elaborative. Based on these findings, existing IPS process models were empirically refined. The observed variation in strategies highlights the importance of building on students’ strengths when teaching IPS. Teaching them to adapt the strategies to various authentic task contexts could help enhance students’ IPS competence and strategic flexibility in real-world settings. Future research should explore the applicability of the updated IPS model across different authentic task contexts to refine instructional approaches further.

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Language Engels
Published in Computers in Human Behavior Reports
Year and volume 15 August 2024, 100470
ISBN/ISSN URN:ISBN:2451-9588
Key words digital competences, information problem solving, higher education, authentic tasks, thematic analysis
Digital Object Identifier 10.1016/j.chbr.2024.100470
Page range 1-13

Josien Boetje

Josien Boetje | Docent-onderzoeker | lectoraat Betekenisvol Digitaal Innoveren

Josien Boetje

  • PhD candidate
  • Research group: Betekenisvol Digitaal Innoveren