Abstract
The evolution of online instruction in the United States has been characterized by increasing sensitivity to the experiential contexts of end users. Two conceptual teaching models are described which recognize and extend end users' existent knowledge. The database model and the network model facilitate end users' interrogation of information retrieval (IR) systems through representation of systems' internal structures and functional outcomes. Evaluation results have shown that these instructional approaches cultivate end‐ users' development of mental models which enable them to make appropriate inferences and predictions during online decision making.
Subject
Library and Information Sciences,Computer Science Applications
Cited by
3 articles.
订阅此论文施引文献
订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献