Research connects affective domains to information use in online LIS graduate students, suggesting improvements for distance education.
The information intents theory strives to explain how and why information is used. In this research the theory was used to discover what happens when online LIS graduate students exchange and use information in threaded discussions. The primary source of data was 33 discussion threads, in which students exhibited cognitive and affective intents and were influenced by their instructor's immediacy in the online classroom. This research pro- vides insight for LIS education, instructional design, and other disciplines that utilize distance education technologies.
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Nicole A. Cooke (2014) studied this question.
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