Improving university students' web savvy: An intervention study.
Br J Educ Psychol
; 89(3): 485-500, 2019 Sep.
Article
em En
| MEDLINE
| ID: mdl-30993684
ABSTRACT
BACKGROUND:
Young people increasingly turn to the Internet for information about social and political issues. However, they struggle to evaluate the trustworthiness of the information they encounter online.AIMS:
This pilot study investigated whether a focused curricular intervention could improve university students' ability to make sound judgements of credibility. SAMPLE Participants (n = 67) were students in four sections of a 'critical thinking and writing' course at a university on the West Coast of the United States. Course sections were randomly assigned to treatment (n = 29) and control conditions (n = 38).METHODS:
We conducted a pre-and-posttest, treatment/control experiment using a 2 × 2 × 2 design (treatment condition × order × time) with repeated measures on the last factor. Students in the treatment group received two 75-min lessons on evaluating the credibility of online content. An assessment of online reasoning was administered to students 6 weeks prior to the intervention and again 5 weeks after.RESULTS:
Students in the treatment group were significantly more likely than students in the control group to have shown gains from pretest to posttest.CONCLUSIONS:
Results suggest that teaching students a small number of flexible heuristics that can be applied across digital contexts can improve their evaluation of online sources.Palavras-chave
Texto completo:
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Base de dados:
MEDLINE
Assunto principal:
Estudantes
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Ensino
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Pensamento
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Universidades
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Desempenho Acadêmico
Limite:
Adolescent
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Adult
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Female
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Humans
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Male
Idioma:
En
Revista:
Br J Educ Psychol
Ano de publicação:
2019
Tipo de documento:
Article
País de afiliação:
Estados Unidos