Information for Knowledge: A Case Study on Education Faculty Students’ Internet-based Selective Learning Habits

The purpose of this study is to scrutinize education faculty students’ internet-based selective learning habits on a qualitative basis. A single-case holistic case study was conducted on an internet-based selective learning process following information retrieval. Participants were 37 sophomore students enrolled at three different departments of a state university in Turkey. Research data were collected in 2015 through observation records, field notes, participant diaries and interview questions. A four-week observation procedure was implemented in order to collect data on information search behavior and knowledge acquisition on the purpose of selective learning. Two stepwise-interviews were carried out based on typical sampling understandings: a co-constructed interview was conducted with the participants browsing only for information retrieval, using the data originated from the focus group interview on selective learning. Predisposition towards information retrieval and knowledge acquisition for selective learning were the two main themes derived from the data, and descriptive analysis was used to address these themes. The findings were interpreted in company with the subthemes-concepts structure and a series of implications were drawn based on the results of the study. The results of the study showed that a tendency to detailed search behavior is a threshold for selective learning. Participants with a tendency to learn selectively wanted to interact with the participants using online dictionaries and trying to conduct a specified search process. Although they were not given extra information about any criterion within the scope of the study, selective learners were capable of applying and discussing the search criteria (ie. whether a website cited any reference, the content credibility and usability) echoed by themselves. While being free to select the search topic in the field of study is an important motive for selective learning, being completely free for searching and reporting a topic does not work for both two groups. The study ends with some suggestions for future research, stakeholders and current practice