Conceptual Fundamentals for a Theoretical and Empirical Framework of Positive Learning

Zlatkin‐Troitschanskaia, Olga; Schmidt, Susanne; Molerov, Dimitri; Shavelson, Richard J.; Berliner, David C.

doi:10.1007/978-3-658-19567-0_4

Cited by 6 publications

(5 citation statements)

References 48 publications

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“…Civic online reasoning assessment (CORA) (assessment in U.S., employing real websites and live open web search as stimuli) Wineburg et al, 2016a;Wineburg and McGrew, 2017;Wineburg et al, 2018;Breakstone et al, 2019;McGrew et al, 2019 Performance Assessment of Learning in higher education (PAL) (criterion-sampled performance tasks) Shavelson et al, 2018Shavelson et al, , 2019Zlatkin-Troitschanskaia et al, 2019 Positive Learning in the Age of Information (PLATO) framework Zlatkin-Troitschanskaia et al, 2018, 2020b Related research strands for main COR facets Studies (selection)…”

Section: Critical Online Reasoning (Cor)mentioning

confidence: 99%

Assessing University Students' Critical Online Reasoning Ability: A Conceptual and Assessment Framework With Preliminary Evidence

Molerov

Zlatkin‐Troitschanskaia

Nagel

et al. 2020

Front. Educ.

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Critical evaluation skills when using online information are considered important in many research and education frameworks; critical thinking and information literacy are cited as key twenty-first century skills for students. Higher education may play a special role in promoting students' skills in critically evaluating (online) sources. Today, higher education students are more likely to use the Internet instead of offline sources such as textbooks when studying for exams. However, far from being a value-neutral, curated learning environment, the Internet poses various challenges, including a large amount of incomplete, contradictory, erroneous, and biased information. With low barriers to online publication, the responsibility to access, select, process, and use suitable relevant and trustworthy information rests with the (self-directed) learner. Despite the central importance of critically evaluating online information, its assessment in higher education is still an emerging field. In this paper, we present a newly developed theoretical-conceptual framework for Critical Online Reasoning (COR), situated in relation to prior approaches (“information problem-solving,” “multiple-source comprehension,” “web credibility,” “informal argumentation,” “critical thinking”), along with an evidence-centered assessment framework and its preliminary validation. In 2016, the Stanford History Education Group developed and validated the assessment of Civic Online Reasoning for the United States. At the college level, this assessment holistically measures students' web searches and evaluation of online information using open Internet searches and real websites. Our initial adaptation and validation indicated a need to further develop the construct and assessment framework for evaluating higher education students in Germany across disciplines over their course of studies. Based on our literature review and prior analyses, we classified COR abilities into three uniquely combined facets: (i) online information acquisition, (ii) critical information evaluation, and (iii) reasoning based on evidence, argumentation, and synthesis. We modeled COR ability from a behavior, content, process, and development perspective, specifying scoring rubrics in an evidence-centered design. Preliminary validation results from expert interviews and content analysis indicated that the assessment covers typical online media and challenges for higher education students in Germany and contains cues to tap modeled COR abilities. We close with a discussion of ongoing research and potentials for future development.

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Section: Critical Online Reasoning (Cor)mentioning

confidence: 99%

Assessing University Students' Critical Online Reasoning Ability: A Conceptual and Assessment Framework With Preliminary Evidence

Molerov

Zlatkin‐Troitschanskaia

Nagel

et al. 2020

Front. Educ.

Self Cite

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“…Indeed, they reveal three negative outcomes for the visitors that can occur during the informal environmental learning process on social media, such as unwarranted knowledge, non-PEBs, and false beliefs. They thus align with the concept of "miseducative" content (Greenhalgh et al, 2021) or the recent concept of negative learning found in the literature (Lee & Xenos, 2019;Maurer et al, 2018;Meyer et al, 2018;Shavelson, 2018;Zlatkin-Troitschanskaia et al, 2018).…”

Section: " -Pi3 [Quote Edited To Protect the Anonymity Of The Partici...supporting

confidence: 79%

“…-The potential negative impact of social media on parks' visitor behaviour. The concept of "miseducative" content (Greenhalgh et al, 2021) or the recent concept of negative learning found in the literature could support the argument of an overall negative impact of social media on the learning process and behaviours (Lee & Xenos, 2019;Maurer et al, 2018;Shavelson, 2018;Zlatkin-Troitschanskaia et al, 2018).…”

Section: )mentioning

confidence: 74%

Relacionando la sostenibilidad y la transformación digital: la adopción de tecnologías de la información para la ecoalfabetización

Di Chiacchio

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This research was carried out in the context of the urgent global challenges of climate change and biodiversity loss. These ecological challenges have led both society and global institutions to consider environmental education as a key element in the transition toward a more sustainable future. At the same time, the digital transformation of organisations and society offers new opportunities to improve education and communication to promote positive environmental behaviours. This study seeks to contribute to mitigating current ecological challenges by strategically using digital advances to improve education and catalyse positive change. This is done by investigating the interplay between the digital practices of organisations and their impact on education for sustainable development.Protected natural areas in France were used as a case study, given their dual significance in conservation and education efforts, coupled with their sensitivity to anthropogenic VIII Contents Table

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“…(Barzilai and Zohar, 2012;Goldman et al, 2012;Britt et al, 2018). That is, learning takes place, so to speak, on the basis of "document collages" whose components are gathered from a constantly growing, nowadays mostly web-based information landscape (Zlatkin-Troitschanskaia et al, 2018) or space (Hartman et al, 2018) 1 . The multiplicity of the texts involved and the diversity of their genres and register (Halliday and Hasan, 1989) are text-linguistic characteristics of online reading (Britt et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

Multiple Texts as a Limiting Factor in Online Learning: Quantifying (Dis-)similarities of Knowledge Networks

et al. 2020

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We test the hypothesis that the extent to which one obtains information on a given topic through Wikipedia depends on the language in which it is consulted. Controlling the size factor, we investigate this hypothesis for a number of 25 subject areas. Since Wikipedia is a central part of the web-based information landscape, this indicates a language-related, linguistic bias. The article therefore deals with the question of whether Wikipedia exhibits this kind of linguistic relativity or not. From the perspective of educational science, the article develops a computational model of the information landscape from which multiple texts are drawn as typical input of web-based reading. For this purpose, it develops a hybrid model of intra-and intertextual similarity of different parts of the information landscape and tests this model on the example of 35 languages and corresponding Wikipedias. In the way it measures the similarities of hypertexts, the article goes beyond existing approaches by examining their structural and semantic aspects intra-and intertextually. In this way it builds a bridge between reading research, educational science, Wikipedia research and computational linguistics.

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Conceptual Fundamentals for a Theoretical and Empirical Framework of Positive Learning

Cited by 6 publications

References 48 publications

Assessing University Students' Critical Online Reasoning Ability: A Conceptual and Assessment Framework With Preliminary Evidence

Assessing University Students' Critical Online Reasoning Ability: A Conceptual and Assessment Framework With Preliminary Evidence

Relacionando la sostenibilidad y la transformación digital: la adopción de tecnologías de la información para la ecoalfabetización

Multiple Texts as a Limiting Factor in Online Learning: Quantifying (Dis-)similarities of Knowledge Networks

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