Students as information consumers: A focus on online decision making process

Şendurur, Emine

doi:10.1007/s10639-018-9756-9

Cited by 7 publications

(6 citation statements)

References 36 publications

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“…When the language changes to English, then only the appearance criterion appears as the one mutual criterion because the use of language in online sources can give clues about the quality of the source, and thus, they approach sceptically (Kohnen et al , 2022; Nam and Lee, 2022). In terms of content (academic vs non-academic), appearance was the most used criterion for academic content, which is in line with Sendurur’s (2018) findings, but currency was the least used criterion. When the content was non-academic, students made use of appearance and authority criteria at most, which was contrary to expectations.…”

Section: Discussionsupporting

confidence: 81%

“…In a qualitative analysis of strategy usage, supporting the previous studies (e.g. Agarwal et al, 2011) it was observed that students frequently preferred to click on familiar sites, such as Wikipedia, which can be explained as a strategy to reduce the cognitive load (Gigerenzer and Gaissmaier, 2011;Sendurur, 2018).…”

Section: Discussionsupporting

confidence: 79%

“…It is known that search tasks can affect cognitive load, but such subtasks as examining SERPs can be less demanding than examining the individual website content (Gwizdka, 2010). Yet, evaluating what link is worth clicking on might demand advanced decision-making processes (AlDahdouh, 2021; Sendurur, 2018). In a qualitative analysis of strategy usage, supporting the previous studies (e.g.…”

Section: Discussionmentioning

confidence: 99%

“…Being sceptical, a rule follower, a rigid thinker, rational and information conscious are recently reported strategies in the literature (Kohnen et al , 2022; Nam and Lee, 2022). How to interact with SERPs or how to adapt strategies depends on various factors, including domain knowledge (Wineburg and McGrew, 2017), task difficulty (Agarwal et al , 2011), task type (Kim et al , 2021; Sendurur, 2018), rank of presented information (Schultheiß et al , 2018), reputation of source (Unkel and Haas, 2017), familiarity (Hinostroza et al , 2018; Hsu, 2014; Steichen and Lowe, 2021) and language (Chu et al , 2012). Although there are studies reporting these factors, there is not a consensus on the types of information seekers/searchers.…”

Section: Introductionmentioning

confidence: 99%

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Evaluation of search engine results pages in various languages and contents: the changes in strategies and criteria

Sendurur,

Gabriel

2023

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Purpose This study aims to discover how domain familiarity and language affect the cognitive load and the strategies applied for the evaluation of search engine results pages (SERP). Design/methodology/approach This study used an experimental research design. The pattern of the experiment was based upon repeated measures design. Each student was given four SERPs varying in two dimensions: language and content. The criteria of students to decide on the three best links within the SERP, the reasoning behind their selection, and their perceived cognitive load of the given task were the repeated measures collected from each participant. Findings The evaluation criteria changed according to the language and task type. The cognitive load was reported higher when the content was presented in English or when the content was academic. Regarding the search strategies, a majority of students trusted familiar sources or relied on keywords they found in the short description of the links. A qualitative analysis showed that students can be grouped into different types according to the reasons they stated for their choices. Source seeker, keyword seeker and specific information seeker were the most common types observed. Originality/value This study has an international scope with regard to data collection. Moreover, the tasks and findings contribute to the literature on information literacy.

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Section: Discussionsupporting

confidence: 81%

Section: Discussionsupporting

confidence: 79%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Evaluation of search engine results pages in various languages and contents: the changes in strategies and criteria

Sendurur,

Gabriel

2023

Self Cite

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“…Thus, the ever-changing information and learning environment has profound consequences for the imparting of knowledge in higher education (Harrison and Luckett, 2019;Weber et al, 2019;Maurer et al, 2020). To competently use and successfully learn from the information and resources openly accessible on the Internet, students must be able to critically search, select, review, and evaluate online information and sources based on relevant quality criteria (Sendurur, 2018;Molerov et al, 2020;Nagel et al, 2020). In the context of increasingly digital and self-directed teaching and learning processes in higher education, the successful use of digital media and competent, critical use of online information constitutes one of the most important student skills for successful study (Harrison and Luckett, 2019;Molerov et al, 2020), as has also been emphasized by the most recent research review (Osborne et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

Validation of newly developed tasks for the assessment of generic Critical Online Reasoning (COR) of university students and graduates

Nagel

Zlatkin‐Troitschanskaia²,

Fischer³

2022

Front. Educ.

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In recent decades, the acquisition of information has evolved substantially and fundamentally affects students’ use of information, so that the Internet has become one of the most important sources of information for learning. However, learning with freely accessible online resources also poses challenges, such as vast amounts of partially unstructured, untrustworthy, or biased information. To successfully learn by using the Internet, students therefore require specific skills for selecting, processing, and evaluating the online information, e.g., to distinguish trustworthy from distorted or biased information and for judging its relevance with regard to the topic and task at hand. Despite the central importance of these skills, their assessment in higher education is still an emerging field. In this paper, we present the newly defined theoretical-conceptual framework Critical Online Reasoning (COR). Based on this framework, a corresponding performance assessment, Critical Online Reasoning Assessment (CORA), was newly developed and underwent first steps of validation in accordance with the Standards for Educational and Psychological Testing. We first provide an overview of the previous validation results and then expand them by including further analyses of the validity aspects “internal test structure” and “relations with other variables”. To investigate the internal test structure, we conducted variance component analyses based on the generalizability theory with a sample of 125 students and investigated the relations with other variables by means of correlation analyses. The results show correlations with external criteria as expected and confirm that the CORA scores reflect the different test performances of the participants and are not significantly biased by modalities of the assessment. With these new analyses, this study substantially contributes to previous research by providing comprehensive evidence for the validity of this new performance assessment that validly assesses the complex multifaceted construct of critical online reasoning among university students and graduates. CORA results provide unique insights into the interplay between features of online information acquisition and processing, learning environments, and the cognitive and metacognitive requirements for critically reasoning from online information in university students and young professionals.

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Advantages and challenges of performance assessment of student learning in higher education

Zlatkin‐Troitschanskaia

Fischer

Braun

et al. 2023

International Encyclopedia of Education(Fourth Edition)

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Students as information consumers: A focus on online decision making process

Cited by 7 publications

References 36 publications

Evaluation of search engine results pages in various languages and contents: the changes in strategies and criteria

Evaluation of search engine results pages in various languages and contents: the changes in strategies and criteria

Validation of newly developed tasks for the assessment of generic Critical Online Reasoning (COR) of university students and graduates

Advantages and challenges of performance assessment of student learning in higher education

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