Connecting: Adding an affective domain to the information intents theory |
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| Institution: | 1. Faculty of Health and Life Sciences, York St John University, Lord Mayor''s Walk, York YO31 7EX, England, UK;2. Health Education Yorkshire and the Humber, Ground Floor, Blenheim House, Duncombe Street, Leeds LS1 4PL, England, UK;3. Department of Health Sciences, Seebohm Rowntree Building, University of York, York, YO10 5DD, England, UK;1. School of Information Management, Wuhan University, 16 Luojia Hill Road, Wuhan, Hubei, PR China;2. University Library, University of California, Riverside, CA, USA;3. College Library, Henan Police College, 1 East Longzi Lake Road, Zhengzhou, Henan, PR China |
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| Abstract: | The information intents theory strives to explain how and why information is used. In this research the theory was used to discover what happens when online LIS graduate students exchange and use information in threaded discussions. The primary source of data was 33 discussion threads, in which students exhibited cognitive and affective intents and were influenced by their instructor's immediacy in the online classroom. This research provides insight for LIS education, instructional design, and other disciplines that utilize distance education technologies. |
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