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dc.contributor.authorColeman, Anita Sundaram
dc.contributor.editorKraft, Donalden_US
dc.date.accessioned2005-04-10T00:00:01Z
dc.date.available2010-06-18T23:21:41Z
dc.date.issued2004-03en_US
dc.date.submitted2005-04-10en_US
dc.identifier.citationInstruments of cognition: Use of Citations and Web Links in Online Teaching Materials 2004-03, 56(4):382-392 Journal of the American Society for Information Science and Technologyen_US
dc.identifier.urihttp://hdl.handle.net/10150/105215
dc.descriptionnullen_US
dc.description.abstractUse of citations and web links embedded in online teaching materials was studied for an undergraduate course. The undergraduate students enrolled in Geographic Information Science for Geography and Regional Development used web links more often than citations, but clearly did not see them as key to enhancing learning. Current conventions for citing and linking tend to make citations and links invisible. There is some evidence that citations and web links categorized and highlighted in terms of their importance and function to be served may help student learning in interdisciplinary domains. This is a preprint of the article published in the Journal of the American Society for Information Science and Technology 56 (4) February: 382-392.
dc.format.mimetypeapplication/pdfen_US
dc.language.isoenen_US
dc.subjectDistributed Learningen_US
dc.subjectDigital Librariesen_US
dc.subjectCitation Analysisen_US
dc.subjectEvaluationen_US
dc.subject.otherinformation behaviorsen_US
dc.subject.otheruse of hypertext/hypermediaen_US
dc.subject.othergeographic information scienceen_US
dc.subject.othere-learningen_US
dc.titleInstruments of cognition: Use of Citations and Web Links in Online Teaching Materialsen_US
dc.typeJournal Article (Paginated)en_US
dc.identifier.journalJournal of the American Society for Information Science and Technologyen_US
refterms.dateFOA2018-08-21T10:47:19Z
html.description.abstractUse of citations and web links embedded in online teaching materials was studied for an undergraduate course. The undergraduate students enrolled in Geographic Information Science for Geography and Regional Development used web links more often than citations, but clearly did not see them as key to enhancing learning. Current conventions for citing and linking tend to make citations and links invisible. There is some evidence that citations and web links categorized and highlighted in terms of their importance and function to be served may help student learning in interdisciplinary domains. This is a preprint of the article published in the Journal of the American Society for Information Science and Technology 56 (4) February: 382-392.


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