Self-Regulated Learning and Internet Searching

Abstract

As the Internet becomes a resource in the classroom, students must learn to glean maximally from that information using skills that enhance their understandings. Students engage in activities involved with Internet searching to the degree that they are skilled and motivated. This article reports on a research study that demonstrates that the model of self-regulated learning developed by Corno and Mandinach relative to traditional classroom activities can be applied to Internet searching behaviors. The study also found that not all Internet searchers are equal; thus, the article suggests that students need to be helped to become better at it, and the article also suggests ways this might be accomplished, which are linked to the findings and research on self-regulated learning in general. In particular, it gives curricular and instructional recommendations for accomplishing and supporting student learning in both Internet searches and regulation of their own searching behaviors.

Searching the Web to learn about a controversial topic: are students epistemically active?

“…Students' search strategies in accessing Web information has already received particular attention in educational research (Brand-Gruwel et al 2005;Land and Greene 2000;Rogers and Swan 2004;Wallace et al 2000) and in library research (Agosto 2002;Fidel et al 1999;Hirsh 1999;Kafai and Bates 1997;Schacter et al 1998). However, studies of their spontaneous epistemic reflective activity in dealing with electronic information resources are still very scarce.…”

La generación Google. Evolución en las predisposiciones y comportamientos informativos de los jóvenes.

“…Ni el contacto diario, ni la interacción con diversos recursos son aspectos capaces de resolver todas las dificultades de acceso con las que se encuentran los sujetos. Es preciso que reciban formación específica, como se ha concluido en numerosas investigaciones (Guinee, 2004;Rogers y Swan, 2004;Chung y Newman, 2007;Hernández y González, 2008;Hernández y Jones, 2010). Y que dicha formación se desarrolle desde instancias educativas para que se contribuya a aminorar las brechas digitales de acceso que poseen todavía muchos alumnos.…”

Designing Online Collaborative Location-Aware Platform for History Learning

“…The National Council for the Social Studies claimed that students are expected to ''systematically employ processes of critical historical inquiry to reconstruct and reinterpret the past, such as using a variety of sources and checking their credibility, validating and weighing evidence for claims, and searching for causality'' (National Council for the Social Studies, 1994, p. 40). The Internet and its applications have broadened the horizon for history teachers to design such inquiry learning activities (Rogers & Swan, 2004). Online activity in the history class offers great opportunity for learning.…”