Abstract:
Previous researchers have found that learners do not benefit fi-om using the Internet when
domain knowledge is low. The purpose of the current study was to investigate possible
methods to compensate for low domain knowledge. Specifically, the presence of notes,
more time to search the Internet, and high levels of motivation to use the Internet were
examined as possible compensating factors. Sixty Political Science and Kinesiology
undergraduate students were randomly assigned to one of three conditions. Students
searched the Internet for an hour prior to vmting an essay with notes present, searched the
Internet for an hour prior to writing an essay without notes present, or did not search the
Internet prior to completing an essay. Each participant completed the same two essays,
one corresponding to a high knowledge domain and another corresponding to a low
knowledge domain. First, the presence of notes did not significantly improve essay scores
in comparison to the absence of notes. Second, learners did benefit fi-om using the
Internet for 1 hour in comparison to their peers who were not exposed to the Internet,
regardless of level of domain knowledge. Third, high levels of motivation did not affect
essay performance. A discussion of why time may have compensated for low domain
knowledge while notes and motivation did not is included. In addition, methods that may
compensate for low domain knowledge when time is restricted are suggested.
