چکیده:
The aim of this research was to investigate the impact of information literacy electronic content on problem-solving skills. The research method was quasi-experimental, and the statistical population consisted of 200 students from the virtual training center of Shahid Madani University of Azerbaijan, from which 80 undergraduate students were selected as a sample using simple random sampling. For data collection, the standard Hepner and Peterson (1992) problem-solving skills questionnaire was used, and for analyzing the obtained data, the analysis of variance (ANOVA) test was employed. The results of the research showed that information literacy electronic content has an impact on students' problem-solving skills, and there is a difference between the experimental and control groups in terms of problem-solving components (confidence in problem-solving, acceptance or avoidance of problem-solving activities, control of behavior and emotions during problem-solving, and problem-solving in general).
خلاصه ماشینی:
(2007), and Lazakidou & Retalis (2010) showed that different methods of teaching information literacy lead to an increase in problem-solving skills in students.
Shanahan's (2007) research results showed that an online electronic information literacy skills program leads to the growth of essential skills for accessing information related to students' courses.
On the other hand, electronic content, due to its flexibility and multimedia capabilities, can fill the gap caused by the temporal and spatial distance from the instructor and educational resources, acting as a motivating factor leading to independent and self-directed learning in students, and providing distance learning students with the problem-solving ability to achieve active and learner-centered learning, so that they can independently and effectively engage in learning and carry out their academic and research activities in the technological environment of distance education.
The effect of internet information literacy training on development of problem solving skills in university students.
The results of the research showed that electronic information literacy content has an effect on students' problem-solving skills, and there is a significant difference between the experimental and control groups in terms of problem-solving components (self-confidence in problem-solving, acceptance or avoidance of problem-solving activities, control of behavior and emotions during problem-solving, and problem-solving in general), and the experimental group showed better performance in terms of problem-solving components.
(Derbyshire, Syson & Harding, Middleton, Rayson, 2007), Lazakidou & Retalis (2010) showed that different methods of teaching information literacy lead to an increase in problem-solving skills in students.
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