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Does the internet lead to surface searching and a deficiency of discovery in student learning?

D. Watson, R. Webb Orcid Logo, Steve Cook Orcid Logo, K. Grant

Education and Information Technologies, Volume: 30, Issue: 14, Pages: 19853 - 19878

Swansea University Author: Steve Cook Orcid Logo

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DOI (Published version): 10.1007/s10639-025-13498-5

Abstract

This paper investigates undergraduate students' information-seeking behaviour utilising a three-year empirical analysis focusing on students within an Applied Economics module at a UK Higher Education institution. In the first year, students demonstrated proficiency in data identification and a...

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Published in: Education and Information Technologies
ISSN: 1360-2357 1573-7608
Published: Springer Nature 2025
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URI: https://cronfa.swan.ac.uk/Record/cronfa69323
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last_indexed 2025-10-01T10:10:26Z
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spelling 2025-09-30T15:21:56.0197114 v2 69323 2025-04-23 Does the internet lead to surface searching and a deficiency of discovery in student learning? fce851eab28f6d8126d9bcd88250c6d5 0000-0002-1820-8390 Steve Cook Steve Cook true false 2025-04-23 SOSS This paper investigates undergraduate students' information-seeking behaviour utilising a three-year empirical analysis focusing on students within an Applied Economics module at a UK Higher Education institution. In the first year, students demonstrated proficiency in data identification and analysis. However, they struggled with empirical source discovery, emphasising the prevalence of 'skittering' behaviour—reliance on easily accessible, non-scholarly sources. Traditional literature review methods in the second year showed limited success in correcting for this tendency. The third year introduced a refined approach, combining face-to-face teaching with eLearning materials and a 'decolonisation of the curriculum' strategy. Results from an ordered probit analysis indicate that students engaging with eLearning materials and adopting a decolonised perspective are more likely to embrace higher-quality literature review methods. This study contributes to the discourse on pedagogical strategies, emphasising the need for inclusive practices to prepare students for the complexities of a globally interconnected academic landscape. It offers insights for educators across disciplines, highlighting the intricate relationship between curriculum design, student engagement, and literature review methods in the digital age. Journal Article Education and Information Technologies 30 14 19853 19878 Springer Nature 1360-2357 1573-7608 Information-seeking behaviour; Digital fluency; Digital literacy; Undergraduate 1 9 2025 2025-09-01 10.1007/s10639-025-13498-5 COLLEGE NANME Social Sciences School COLLEGE CODE SOSS Swansea University Another institution paid the OA fee None. 2025-09-30T15:21:56.0197114 2025-04-23T10:54:39.2964987 Faculty of Humanities and Social Sciences School of Social Sciences - Economics D. Watson 1 R. Webb 0009-0001-2333-7138 2 Steve Cook 0000-0002-1820-8390 3 K. Grant 4 69323__34306__7319c183ad094bcdbfa44e13ba888a0d.pdf 69323.VoR.pdf 2025-05-19T14:45:55.6816764 Output 1448072 application/pdf Version of Record true © Crown 2025. This article is licensed under a Creative Commons Attribution 4.0 International License. true eng http://creativecommons.org/licenses/by/4.0/
title Does the internet lead to surface searching and a deficiency of discovery in student learning?
spellingShingle Does the internet lead to surface searching and a deficiency of discovery in student learning?
Steve Cook
title_short Does the internet lead to surface searching and a deficiency of discovery in student learning?
title_full Does the internet lead to surface searching and a deficiency of discovery in student learning?
title_fullStr Does the internet lead to surface searching and a deficiency of discovery in student learning?
title_full_unstemmed Does the internet lead to surface searching and a deficiency of discovery in student learning?
title_sort Does the internet lead to surface searching and a deficiency of discovery in student learning?
author_id_str_mv fce851eab28f6d8126d9bcd88250c6d5
author_id_fullname_str_mv fce851eab28f6d8126d9bcd88250c6d5_***_Steve Cook
author Steve Cook
author2 D. Watson
R. Webb
Steve Cook
K. Grant
format Journal article
container_title Education and Information Technologies
container_volume 30
container_issue 14
container_start_page 19853
publishDate 2025
institution Swansea University
issn 1360-2357
1573-7608
doi_str_mv 10.1007/s10639-025-13498-5
publisher Springer Nature
college_str Faculty of Humanities and Social Sciences
hierarchytype
hierarchy_top_id facultyofhumanitiesandsocialsciences
hierarchy_top_title Faculty of Humanities and Social Sciences
hierarchy_parent_id facultyofhumanitiesandsocialsciences
hierarchy_parent_title Faculty of Humanities and Social Sciences
department_str School of Social Sciences - Economics{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Social Sciences - Economics
document_store_str 1
active_str 0
description This paper investigates undergraduate students' information-seeking behaviour utilising a three-year empirical analysis focusing on students within an Applied Economics module at a UK Higher Education institution. In the first year, students demonstrated proficiency in data identification and analysis. However, they struggled with empirical source discovery, emphasising the prevalence of 'skittering' behaviour—reliance on easily accessible, non-scholarly sources. Traditional literature review methods in the second year showed limited success in correcting for this tendency. The third year introduced a refined approach, combining face-to-face teaching with eLearning materials and a 'decolonisation of the curriculum' strategy. Results from an ordered probit analysis indicate that students engaging with eLearning materials and adopting a decolonised perspective are more likely to embrace higher-quality literature review methods. This study contributes to the discourse on pedagogical strategies, emphasising the need for inclusive practices to prepare students for the complexities of a globally interconnected academic landscape. It offers insights for educators across disciplines, highlighting the intricate relationship between curriculum design, student engagement, and literature review methods in the digital age.
published_date 2025-09-01T05:29:04Z
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