Please use this identifier to cite or link to this item: http://doi.org/10.25358/openscience-5542
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dc.contributor.authorNagel, Marie-Theres-
dc.contributor.authorSchäfer, Svenja-
dc.contributor.authorZlatkin-Troitschanskaia, Olga-
dc.contributor.authorSchemer, Christian-
dc.contributor.authorMaurer, Marcus-
dc.contributor.authorMolerov, Dimitri-
dc.contributor.authorSchmidt, Susanne-
dc.contributor.authorBrückner, Sebastian-
dc.date.accessioned2021-01-07T11:39:42Z-
dc.date.available2021-01-07T11:39:42Z-
dc.date.issued2020-
dc.identifier.urihttps://openscience.ub.uni-mainz.de/handle/20.500.12030/5546-
dc.description.abstractThe Internet has become one of the main sources of information for university students’ learning. Since anyone can disseminate content online, however, the Internet is full of irrelevant, biased, or even false information. Thus, students’ ability to use online information in a critical-reflective manner is of crucial importance. In our study, we used a framework for the assessment of students’ critical online reasoning (COR) to measure university students’ ability to critically use information from online sources and to reason on contentious issues based on online information. In addition to analyzing students’ COR by evaluating their open-ended short answers, we also investigated the students’ web search behavior and the quality of the websites they visited and used during this assessment. We analyzed both the number and type of websites as well as the quality of the information these websites provide. Finally, we investigated to what extent students’ web search behavior as well as the quality of the used website contents are related to higher task performance. To investigate this question, we used five computer-based performance tasks and asked 160 students from two German universities to perform a time-restricted open web search to respond to the open-ended questions presented in the tasks. The written responses were evaluated by two independent human raters. To analyze the students’ browsing history, we developed a coding manual and conducted a quantitative content analysis for a subsample of 50 students. The number of visited webpages per participant per task ranged from 1 to 9. Concerning the type of website, the participants relied especially on established news sites and Wikipedia. For instance, we found that the number of visited websites and the critical discussion of sources provided on the websites correlated positively with students’ scores. The identified relationships between students’ web search behavior, their performance in the CORA tasks, and the qualitative website characteristics are presented and critically discussed in terms of limitations of this study and implications for further research.en_GB
dc.description.sponsorshipDFG, Open Access-Publizieren Universität Mainz / Universitätsmedizin Mainzde
dc.language.isoengde
dc.rightsCC BY*
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/*
dc.subject.ddc370 Erziehungde_DE
dc.subject.ddc370 Educationen_GB
dc.subject.ddc300 Sozialwissenschaftende_DE
dc.subject.ddc300 Social sciencesen_GB
dc.titleHow do university students’ web search behavior, website characteristics, and the interaction of both influence students’ critical online reasoning?en_GB
dc.typeZeitschriftenaufsatzde
dc.identifier.doihttp://doi.org/10.25358/openscience-5542-
jgu.type.dinitypearticleen_GB
jgu.type.versionPublished versionde
jgu.type.resourceTextde
jgu.organisation.departmentFB 02 Sozialwiss., Medien u. Sportde
jgu.organisation.departmentFB 03 Rechts- und Wirtschaftswissenschaftende
jgu.organisation.number7910-
jgu.organisation.number2300-
jgu.organisation.nameJohannes Gutenberg-Universität Mainz-
jgu.rights.accessrightsopenAccess-
jgu.journal.titleFrontiers in educationde
jgu.journal.volume5de
jgu.pages.alternative565062de
jgu.publisher.year2020-
jgu.publisher.nameFrontiers Mediade
jgu.publisher.placeLausannede
jgu.publisher.urihttps://doi.org/10.3389/feduc.2020.565062de
jgu.publisher.issn2504-284Xde
jgu.organisation.placeMainz-
jgu.subject.ddccode150de
jgu.subject.ddccode300de
jgu.publisher.doi10.3389/feduc.2020.565062
jgu.organisation.rorhttps://ror.org/023b0x485
Appears in collections:JGU-Publikationen

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