A Citation Analysis of Psychology Students’ Use of Sources in Online Distance Learning

Abstract

Reference lists from two assignments of psychology students in university-level online distance learning (ODL) were analyzed for number and type of sources and mark achieved. Most referenced were resources relevant to the assignment and provided by instructors. Use changed across assignments: Instructor sources were used more on the first assignment than the second, while library and other sources were used more on the second. Number of sources, use of instructor sources, and use of library Subject Guide sources were positively related to mark. This research expands the literature by examining two successive assignments from a large sample of ODL students.

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No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 5 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.