Help seeking has been identified as a learning strategy manifesting capacities for self-regulated learning (Aleven, et al., 2003). Nevertheless, there is evidence that students often encounter barriers in help seeking in classroom settings. This may involve difficulties in identifying helpers or hesitation in approaching helpers due to anxiety or a lack of self-confidence (Ryan & Shin, 2011). Aided by web technology, students may not need to face such barriers when seeking help. Moreover, communicating with experts online or utilizing search engines makes abundant relevant information accessible, and is arguably less intimidating than face-to-face interactions. As a result, students seeking online assistance may have fewer concerns about being labeled as incompetent (Kumrow, 2007). However, web technology also poses new challenges for help seeking. For example, given ambiguous queries, search engines are likely to return irrelevant and useless information.
AERA Annual Meeting
Hao, Q., Barnes, B., Branch, M. R., & Wright, E. (2016, April). Predicting College Students’ Online Help-Seeking Behavior: The Effect of Learning Proficiency, Interest, Prior Knowledge, Epistemological Belief, and Problem Difficulty. AERA Annual Meeting 2016. Philadelphia, Pennsylvania.Retrieved 11/2017, from the AERA Online Paper Repository.