| The purpose of this study was to investigate how, if at all, students are using the Internet to access information for course-related research, and what accounts for such use or non-use. Since many college campuses have implemented local area networks and enabled access to the Internet from computer labs, libraries and residence halls, students can readily search the Internet for all kinds of information.;The study population consisted of 73 full-time, undergraduate students from 5 small, independent, residential, liberal arts colleges in Pennsylvania which had Internet access established on campus. Student participants were divided into two groups: those who had used the Internet for course-related research, and those who had not. Data was collected during scheduled small focus group interviews in which students responded to several open-ended questions. Users of the Internet were asked a total of 11 questions in which they described use patterns, search processes, information retrieval and evaluation, and evaluation of their use of the Internet. Non-users were asked 4 questions regarding reasons for non-use, research patterns, purposes of internet use, and factors that might encourage use.;Some of the study's findings are as follows. The Internet was used primarily for email, course-research, and entertainment purposes. Use was highest on the most-wired campuses. Half of the study population (36 students) reported that they currently use the Internet for course-related research. Almost all of these subsequently used Internet information in course papers and assignments. They liked the convenience and variety of information available. Non-users had no reason to use the Internet and did not know how to access or locate information. Almost all students reported difficulty with searching. No gender differences were noted regarding comfort levels using the Internet, but some differences occurred among academic levels and college campuses.;Several recommendations were made for administrators, librarians, faculty and students regarding the role of the Internet on campus. These included the need for widespread computer accessibility, for instruction in Internet use and information evaluation, for faculty involvement, and for faculty-librarian collaboration in promoting responsible, informed and appropriate use of the Internet as a research option. |
