View in EDS

Students' abilities to evaluate the credibility of online texts: The role of internet‐specific epistemic justifications.

Saved in:
Bibliographic Details
Title: Students' abilities to evaluate the credibility of online texts: The role of internet‐specific epistemic justifications.
Authors: Hämäläinen, Elina K., Kiili, Carita, Räikkönen, Eija, Marttunen, Miika
Source: Journal of Computer Assisted Learning. Oct2021, Vol. 37 Issue 5, p1409-1422. 14p.
Subjects: Online education, College students, Statistics, Structural equation modeling, Medical databases, Research evaluation, Confidence intervals, Internet, Computer assisted instruction, Mathematical models, Theory of knowledge, Rating of students, Psychological tests, Inter-observer reliability, Full-text databases, Intellect, Health, Information resources, Descriptive statistics, Search engines, Chi-squared test, Theory, Research funding, Student attitudes, Data analysis software, Odds ratio, High school students, Reading
Abstract: Previous evaluation studies have rarely used authentic online texts and investigated upper secondary school students' use of evaluation criteria and deep reasoning. The associations between internet‐specific epistemic justifications for knowing and credibility evaluation of online texts are not yet fully understood among adolescents. This study investigated upper secondary school students' (N = 372) abilities to evaluate self‐selected authentic online texts and the role of internet‐specific epistemic justifications in students' evaluation performance when solving a health‐related information problem. Students selected three texts with Google Custom Search Engine and evaluated their credibility. Students' evaluation performance across the three texts was determined according to the different aspects evaluated (author, venue, intentions, evidence and corroboration) and the depth of their evaluations. Students also filled in the Internet‐Specific Epistemic Justifications (ISEJ) inventory previously validated with pre‐service teachers. The results revealed considerable differences in students' abilities to evaluate online texts. Students' beliefs in justification by authority and justification by multiple sources positively predicted their evaluation performance similarly in both topics. The findings suggest that the ISEJ inventory is also valid for upper secondary school students. Students should be explicitly taught to evaluate different credibility aspects and scaffolded to deeply engage with online information. Lay Description: What is currently known about the subject matter: Evaluation of online texts is challenging for adolescents.Students' abilities to evaluate the credibility of online texts vary considerably.Beliefs in justifications for knowing may contribute to the evaluation of online information.Three‐dimensional knowing construct has been found in the Internet context. What the paper adds: Students' evaluations of online texts reflected different credibility aspects and depth in reasoning.Students used more frequently venue, evidence and author than intentions and corroboration as evaluation criteria.Students' beliefs in justification by authority and justification by multiple sources predicted their evaluation performance.Personal justification did not predict students' evaluation performance. The implications of study findings for practitioners: Students should be instructed to evaluate various aspects of credibility and engage in deep reasoning.Students would benefit from learning how to use corroboration with multiple texts as an evaluation strategy.Personal feedback may promote advanced justifications for knowing. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Computer Assisted Learning is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
FullText Text:
  Availability: 0
Header DbId: pbh
DbLabel: Psychology and Behavioral Sciences Collection
An: 152209144
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Students' abilities to evaluate the credibility of online texts: The role of internet‐specific epistemic justifications.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Hämäläinen%2C+Elina+K%2E%22">Hämäläinen, Elina K.</searchLink><br /><searchLink fieldCode="AR" term="%22Kiili%2C+Carita%22">Kiili, Carita</searchLink><br /><searchLink fieldCode="AR" term="%22Räikkönen%2C+Eija%22">Räikkönen, Eija</searchLink><br /><searchLink fieldCode="AR" term="%22Marttunen%2C+Miika%22">Marttunen, Miika</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Journal+of+Computer+Assisted+Learning%22">Journal of Computer Assisted Learning</searchLink>. Oct2021, Vol. 37 Issue 5, p1409-1422. 14p.
– Name: Subject
  Label: Subjects
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Online+education%22">Online education</searchLink><br /><searchLink fieldCode="DE" term="%22College+students%22">College students</searchLink><br /><searchLink fieldCode="DE" term="%22Statistics%22">Statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Structural+equation+modeling%22">Structural equation modeling</searchLink><br /><searchLink fieldCode="DE" term="%22Medical+databases%22">Medical databases</searchLink><br /><searchLink fieldCode="DE" term="%22Research+evaluation%22">Research evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Confidence+intervals%22">Confidence intervals</searchLink><br /><searchLink fieldCode="DE" term="%22Internet%22">Internet</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+assisted+instruction%22">Computer assisted instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematical+models%22">Mathematical models</searchLink><br /><searchLink fieldCode="DE" term="%22Theory+of+knowledge%22">Theory of knowledge</searchLink><br /><searchLink fieldCode="DE" term="%22Rating+of+students%22">Rating of students</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+tests%22">Psychological tests</searchLink><br /><searchLink fieldCode="DE" term="%22Inter-observer+reliability%22">Inter-observer reliability</searchLink><br /><searchLink fieldCode="DE" term="%22Full-text+databases%22">Full-text databases</searchLink><br /><searchLink fieldCode="DE" term="%22Intellect%22">Intellect</searchLink><br /><searchLink fieldCode="DE" term="%22Health%22">Health</searchLink><br /><searchLink fieldCode="DE" term="%22Information+resources%22">Information resources</searchLink><br /><searchLink fieldCode="DE" term="%22Descriptive+statistics%22">Descriptive statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Search+engines%22">Search engines</searchLink><br /><searchLink fieldCode="DE" term="%22Chi-squared+test%22">Chi-squared test</searchLink><br /><searchLink fieldCode="DE" term="%22Theory%22">Theory</searchLink><br /><searchLink fieldCode="DE" term="%22Research+funding%22">Research funding</searchLink><br /><searchLink fieldCode="DE" term="%22Student+attitudes%22">Student attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Data+analysis+software%22">Data analysis software</searchLink><br /><searchLink fieldCode="DE" term="%22Odds+ratio%22">Odds ratio</searchLink><br /><searchLink fieldCode="DE" term="%22High+school+students%22">High school students</searchLink><br /><searchLink fieldCode="DE" term="%22Reading%22">Reading</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Previous evaluation studies have rarely used authentic online texts and investigated upper secondary school students' use of evaluation criteria and deep reasoning. The associations between internet‐specific epistemic justifications for knowing and credibility evaluation of online texts are not yet fully understood among adolescents. This study investigated upper secondary school students' (N = 372) abilities to evaluate self‐selected authentic online texts and the role of internet‐specific epistemic justifications in students' evaluation performance when solving a health‐related information problem. Students selected three texts with Google Custom Search Engine and evaluated their credibility. Students' evaluation performance across the three texts was determined according to the different aspects evaluated (author, venue, intentions, evidence and corroboration) and the depth of their evaluations. Students also filled in the Internet‐Specific Epistemic Justifications (ISEJ) inventory previously validated with pre‐service teachers. The results revealed considerable differences in students' abilities to evaluate online texts. Students' beliefs in justification by authority and justification by multiple sources positively predicted their evaluation performance similarly in both topics. The findings suggest that the ISEJ inventory is also valid for upper secondary school students. Students should be explicitly taught to evaluate different credibility aspects and scaffolded to deeply engage with online information. Lay Description: What is currently known about the subject matter: Evaluation of online texts is challenging for adolescents.Students' abilities to evaluate the credibility of online texts vary considerably.Beliefs in justifications for knowing may contribute to the evaluation of online information.Three‐dimensional knowing construct has been found in the Internet context. What the paper adds: Students' evaluations of online texts reflected different credibility aspects and depth in reasoning.Students used more frequently venue, evidence and author than intentions and corroboration as evaluation criteria.Students' beliefs in justification by authority and justification by multiple sources predicted their evaluation performance.Personal justification did not predict students' evaluation performance. The implications of study findings for practitioners: Students should be instructed to evaluate various aspects of credibility and engage in deep reasoning.Students would benefit from learning how to use corroboration with multiple texts as an evaluation strategy.Personal feedback may promote advanced justifications for knowing. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Journal of Computer Assisted Learning is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=152209144
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1111/jcal.12580
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
        StartPage: 1409
    Subjects:
      – SubjectFull: Online education
        Type: general
      – SubjectFull: College students
        Type: general
      – SubjectFull: Statistics
        Type: general
      – SubjectFull: Structural equation modeling
        Type: general
      – SubjectFull: Medical databases
        Type: general
      – SubjectFull: Research evaluation
        Type: general
      – SubjectFull: Confidence intervals
        Type: general
      – SubjectFull: Internet
        Type: general
      – SubjectFull: Computer assisted instruction
        Type: general
      – SubjectFull: Mathematical models
        Type: general
      – SubjectFull: Theory of knowledge
        Type: general
      – SubjectFull: Rating of students
        Type: general
      – SubjectFull: Psychological tests
        Type: general
      – SubjectFull: Inter-observer reliability
        Type: general
      – SubjectFull: Full-text databases
        Type: general
      – SubjectFull: Intellect
        Type: general
      – SubjectFull: Health
        Type: general
      – SubjectFull: Information resources
        Type: general
      – SubjectFull: Descriptive statistics
        Type: general
      – SubjectFull: Search engines
        Type: general
      – SubjectFull: Chi-squared test
        Type: general
      – SubjectFull: Theory
        Type: general
      – SubjectFull: Research funding
        Type: general
      – SubjectFull: Student attitudes
        Type: general
      – SubjectFull: Data analysis software
        Type: general
      – SubjectFull: Odds ratio
        Type: general
      – SubjectFull: High school students
        Type: general
      – SubjectFull: Reading
        Type: general
    Titles:
      – TitleFull: Students' abilities to evaluate the credibility of online texts: The role of internet‐specific epistemic justifications.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Hämäläinen, Elina K.
      – PersonEntity:
          Name:
            NameFull: Kiili, Carita
      – PersonEntity:
          Name:
            NameFull: Räikkönen, Eija
      – PersonEntity:
          Name:
            NameFull: Marttunen, Miika
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 10
              Text: Oct2021
              Type: published
              Y: 2021
          Identifiers:
            – Type: issn-print
              Value: 02664909
          Numbering:
            – Type: volume
              Value: 37
            – Type: issue
              Value: 5
          Titles:
            – TitleFull: Journal of Computer Assisted Learning
              Type: main
ResultId 1