{"id":{"repo_id":"vt","oai_identifier":"oai:vtechworks.lib.vt.edu:10919/52590"},"canonical_url":"https://search.dev.ndltd.org/etd/vt/oai:vtechworks.lib.vt.edu:10919/52590","repository":{"repo_id":"vt","name":"Virginia Tech","base_url":"https://vtechworks.lib.vt.edu/oai/request"},"display":{"title":"Development of an Information Base Tool for IDT Research","abstract":"Identifying and articulating a research topic and related problems are important processes for novice researchers. However, some novice researchers have trouble in these processes due to their low domain knowledge, low structural knowledge, insufficient metacognition, or insufficient information access skills. This study addressed these problems by developing an information base tool using strategies and tools investigated by previous studies. The tool includes conceptual modeling, guided search, experimental variables and relationships examination, note-taking, suggestion, file import, and review features. The tool was populated with relevant information to permit testing and formative evaluation by novice researchers. Expert reviewers evaluated the effects of each feature of the tool on scaffolding individuals who have low domain knowledge or low structural knowledge and supplementing individuals who have insufficient metacognition or insufficient information access skills. The reviewers commonly agreed that specific components of the tool would be effective in scaffolding individuals who have low domain knowledge or low structural knowledge, or supplementing individuals who have insufficient information access skills.","abstract_html":"Identifying and articulating a research topic and related problems are important processes for novice researchers. However, some novice researchers have trouble in these processes due to their low domain knowledge, low structural knowledge, insufficient metacognition, or insufficient information access skills. This study addressed these problems by developing an information base tool using strategies and tools investigated by previous studies. The tool includes conceptual modeling, guided search, experimental variables and relationships examination, note-taking, suggestion, file import, and review features. The tool was populated with relevant information to permit testing and formative evaluation by novice researchers. Expert reviewers evaluated the effects of each feature of the tool on scaffolding individuals who have low domain knowledge or low structural knowledge and supplementing individuals who have insufficient metacognition or insufficient information access skills. The reviewers commonly agreed that specific components of the tool would be effective in scaffolding individuals who have low domain knowledge or low structural knowledge, or supplementing individuals who have insufficient information access skills.","abstract_has_math":false,"creators":["Song, Kibong"],"institution":"Virginia Tech","degree_name":"Ph. D.","degree_level":"doctoral","degree_discipline":"Curriculum and Instruction","degree_department":"Teaching and Learning","school":null,"contributors":[],"advisors":[],"committee_chairs":["Potter, Kenneth R."],"committee_members":["Brill, Jennifer M.","Burton, John K.","Lockee, Barbara B."],"year":2014,"date_issued":"2014-10-02","date_published":"2014-10-02","updated_at":"2026-07-22T22:19:16Z","subjects":["Research Information Base Tool","Scaffolding Knowledge","Supplementing Information Access Skills"],"languages":[],"rights":["In Copyright"],"rights_urls":["http://rightsstatements.org/vocab/InC/1.0/"],"identifier_entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["vt_gsexam:3722"],"render_values":[{"text":"vt_gsexam:3722","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/10919/52590","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.committeechair","label":"Committee Chair","values":["Potter, Kenneth R."]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Brill, Jennifer M.","Burton, John K.","Lockee, Barbara B."]},{"key":"dc:contributor.department","label":"Department","values":["Teaching and Learning"]},{"key":"dc:creator","label":"Author","values":["Song, Kibong"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2015-05-23T08:11:54Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2015-05-23T08:11:54Z"]},{"key":"dc:date.issued","label":"Date","values":["2014-10-02"]},{"key":"dc:publisher","label":"Institution","values":["Virginia Tech"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Curriculum and Instruction"]},{"key":"thesis:degree_level","label":"Degree Level","values":["doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph. D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Virginia Polytechnic Institute and State University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Research Information Base Tool","Scaffolding Knowledge","Supplementing Information Access Skills"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["In Copyright"]},{"key":"dc:rights.uri","label":"Rights URI","values":["http://rightsstatements.org/vocab/InC/1.0/"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["vt_gsexam:3722"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/10919/52590"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Identifying and articulating a research topic and related problems are important processes for novice researchers. However, some novice researchers have trouble in these processes due to their low domain knowledge, low structural knowledge, insufficient metacognition, or insufficient information access skills. This study addressed these problems by developing an information base tool using strategies and tools investigated by previous studies. The tool includes conceptual modeling, guided search, experimental variables and relationships examination, note-taking, suggestion, file import, and review features. The tool was populated with relevant information to permit testing and formative evaluation by novice researchers. Expert reviewers evaluated the effects of each feature of the tool on scaffolding individuals who have low domain knowledge or low structural knowledge and supplementing individuals who have insufficient metacognition or insufficient information access skills. The reviewers commonly agreed that specific components of the tool would be effective in scaffolding individuals who have low domain knowledge or low structural knowledge, or supplementing individuals who have insufficient information access skills."]},{"key":"dc:description.degree","label":"Dc Description Degree","values":["Ph. D."]},{"key":"dc:format.medium","label":"Dc Format Medium","values":["ETD"]},{"key":"dc:title","label":"Title","values":["Development of an Information Base Tool for IDT Research"]}]}],"canonical_facts":{"dc:contributor.committeechair":["Potter, Kenneth R."],"dc:contributor.committeemember":["Brill, Jennifer M.","Burton, John K.","Lockee, Barbara B."],"dc:contributor.department":["Teaching and Learning"],"dc:creator":["Song, Kibong"],"dc:date.accessioned":["2015-05-23T08:11:54Z"],"dc:date.available":["2015-05-23T08:11:54Z"],"dc:date.issued":["2014-10-02"],"dc:description.abstract":["Identifying and articulating a research topic and related problems are important processes for novice researchers. However, some novice researchers have trouble in these processes due to their low domain knowledge, low structural knowledge, insufficient metacognition, or insufficient information access skills. This study addressed these problems by developing an information base tool using strategies and tools investigated by previous studies. The tool includes conceptual modeling, guided search, experimental variables and relationships examination, note-taking, suggestion, file import, and review features. The tool was populated with relevant information to permit testing and formative evaluation by novice researchers. Expert reviewers evaluated the effects of each feature of the tool on scaffolding individuals who have low domain knowledge or low structural knowledge and supplementing individuals who have insufficient metacognition or insufficient information access skills. The reviewers commonly agreed that specific components of the tool would be effective in scaffolding individuals who have low domain knowledge or low structural knowledge, or supplementing individuals who have insufficient information access skills."],"dc:description.degree":["Ph. D."],"dc:format.medium":["ETD"],"dc:identifier.other":["vt_gsexam:3722"],"dc:identifier.uri":["http://hdl.handle.net/10919/52590"],"dc:publisher":["Virginia Tech"],"dc:rights":["In Copyright"],"dc:rights.uri":["http://rightsstatements.org/vocab/InC/1.0/"],"dc:subject":["Research Information Base Tool","Scaffolding Knowledge","Supplementing Information Access Skills"],"dc:title":["Development of an Information Base Tool for IDT Research"],"dc:type":["Dissertation"],"thesis:degree_discipline":["Curriculum and Instruction"],"thesis:degree_level":["doctoral"],"thesis:degree_name":["Ph. D."],"thesis:institution_name":["Virginia Polytechnic Institute and State University"]},"updated_at":"2026-07-22T22:19:16Z"}