Does the internet lead to surface searching and a deficiency of discovery in student learning?

This paper investigates undergraduate students' information-seeking behaviour utilising a three-year empirical analysis focusing on students within an Applied Economics module at a UK Higher Education institution. In the first year, students demonstrated proficiency in data identification and analysis. However, they struggled with empirical source discovery, emphasising the prevalence of 'skittering' behaviour—reliance on easily accessible, non-scholarly sources. Traditional literature review methods in the second year showed limited success in correcting for this tendency. The third year introduced a refined approach, combining face-to-face teaching with eLearning materials and a 'decolonisation of the curriculum' strategy. Results from an ordered probit analysis indicate that students engaging with eLearning materials and adopting a decolonised perspective are more likely to embrace higher-quality literature review methods. This study contributes to the discourse on pedagogical strategies, emphasising the need for inclusive practices to prepare students for the complexities of a globally interconnected academic landscape. It offers insights for educators across disciplines, highlighting the intricate relationship between curriculum design, student engagement, and literature review methods in the digital age.