Applicability of solitary model of information behavior in students’ collaborative learning assignments

Purpose This paper aims to present results of a study which examined students’ collaborative information behavior (CIB) in comparison with behavioral patterns illustrated in Wilson’s (1996) model of information behavior. Design/methodology/approach A total of six groups of undergraduate students; four from Sokoine University of Agriculture (SUA) and two from Ardhi University (ARU) were purposively selected. Data were collected using semi participant observation, critical incident interviews and focus group discussion methods. Findings Results indicate that students’ CIB is mainly shaped by collaborative learning environment, learning tasks objectives and requirements. Despite its wider applicability in different domains and contexts, Wilson’s (1996) model is partially appropriate in modeling students’ group-based learning information behavioral activities. Person(s) in context and active and passive information seeking are aspects of the model which are observed to be relevant in students’ CIB. Practical implications The study has implications on teaching and learning practices in higher learning institutions. Originality/value The study provides new insights on how students exhibit different information behavioral patterns during collaborative learning. The study fills a gap on how solitary models of information behavior can be used to model students’ information behavior in team-based learning.