Developing an information interaction styles model to predict learning in Web-based distance learning courses

The purpose of this dissertation was to develop an Information Interaction Styles model to provide a valid and reliable measure of student participation and performance in distance learning courses. The empirical study was exploratory and provided preliminary support for the existence of the concept of information interaction and interaction styles. Three major objectives were to (a) elaborate theoretical support for the conceptualization of information interaction styles and develop the model, (b) develop and validate the IIS Inventory as a measure of styles, and (c) assess the predictability of outcomes related to performance and participation. Theories from communication, information studies, psychology, and education were reviewed. Symbolic interactionism, social constructionism, personal construct theory, experiential learning, and Giddens' (1991) ideas on modernity were central to conceptualization. Empirical work on Ego-Identity Statuses (Marcia, 1966), Identity Styles (Berzonsky, 1989), and Openness to Experience (Costa & McCrae, 1978; 1980) informed operationalization.; Information interaction was conceptualized in a 2 x 2 figure with the communicative activities of exploration (closed to open) and construction (vague to defined) of new information situated on the horizontal and vertical axes, respectively. The two activities were operationalized in the informative practices of seeking new information, sifting through alternative impressions, sorting impressions into relevant constructs, and sharing constructions with others. Four styles of information interaction were proposed: Hesitant (closed exploration, vague construction), Engaged (open exploration, vague construction), Preempted (closed exploration, defined construction), and Aware (open exploration, defined construction).; Notwithstanding external validity problems, the study provided preliminary support for information interaction and styles. The instrument obtained moderate to good inter-item consistency. Lack of variation in styles and grades prevented a valid assessment of performance. Participation as frequency of entries to discussion boards achieved significance between Aware and Preempted and approached significance between Engaged and Preempted. Unexpected differences were found between Aware and Preempted and Engaged and Preempted in frequency of entries in chat rooms. Implications exist for how information interaction occurs with use of different communication media. The model also may help guide study of behavioral and cognitive states of information users and extend theories of symbolic interactionism and social constructionism.