B04: Analysis of the Accuracy and Comprehensibility of Media Content Used by Medical and Economics Students in Higher Education Online Learning Settings

B04：高等教育在线学习环境中医学和经济学学生使用的媒体内容的准确性和可理解性分析

• 批准号: 520634386
• 负责人: Professor Dr. Marcus Maurer
• 金额: --
• 依托单位: Institut für Publizistik
• 依托单位国家: 德国
• 项目类别: Research Units
• 资助国家: 德国
• 项目状态: 未结题
• 来源: https://gepris.dfg.de/gepris/projekt/520634386?language=en
• 关键词: B04; Analysis; Accuracy; Comprehensibility; Media

vRecent research indicates that news media and social media play a remarkable role in students’ information acquisition and learning in higher education. While some students learn from these media, other students learn nothing or even adopt misconceptions. Although previous research has provided valuable evidence on various factors ingrained in the information content and student learning characteristics, we know comparably little about the interaction of such influences in natural settings (i.e., the Internet). B04 aims to characterize the information landscape students use in generic and domain-specific critical online reasoning (COR) tasks by focusing on the accuracy (i.e., incompleteness, bias, incorrectness) and comprehensibility (i.e., linguistic and stylistic level) of the online content used by medical and economics students when completing these tasks. Additionally, B04 aims to develop a theoretically sound and empirically driven framework to explain the interplay between different types and characteristics of information that students use in COR tasks and the processes that govern students’ information selection, evaluation and reasoning. Finally, we are interested in the long-term relations of types of information sources that students habitually use and their learning outcomes in higher education. The description of the information landscape is based on a quantitative content analysis of websites that students access when solving COR tasks. The accuracy of information is assessed manually, the comprehensibility of information is measured partly automatically, partly by human coders. The content analytics data are then combined with data from COR tasks assessed in the A-projects of this research unit (FOR). Finally, we rely on the FOR panel survey data to investigate how the media and information use of students is related to COR development and learning outcomes over time. The study examines to what extent information sources differ with respect to accuracy and comprehensibility and how this variation affects students’ COR performance. The examination of short-term and long-term influences of students’ information diet on COR performance and learning outcomes provides a unique basis for the conceptual development of instructional interventions, e.g. using Internet-like simulations, to effectively foster the DOM-COR skills (in the 2nd research phase). B04 uses data from the COR-assessments and panel survey conducted in A-projects. The examination of inter-individual differences and of strategies of high-performers and deficiencies of low-performers in COR-tasks is shared with C07. Together with B05 and B06, which analyze the same information sources using different methodologies (B05: linguistic analysis, B06: qualitative-reconstructive analysis), we contribute to an in-depth understanding of the beneficial and detrimental role of various online information sources for higher education learning among students in medicine and economics.

最近的研究表明，新闻媒体和社交媒体在高等教育中对学生的信息获取和学习起着显著的作用。虽然一些学生从这些媒体中学到了东西，但另一些学生什么都没学到，甚至采取了错误的观念。虽然以前的研究已经提供了关于信息内容和学生学习特征中根深蒂固的各种因素的宝贵证据，但我们对自然环境(即互联网)中这些影响的交互作用知之甚少。B04旨在通过关注医学和经济学学生在完成这些任务时使用的在线内容的准确性(即不完备性、偏见、不正确性)和可理解性(即语言和文体水平)来表征学生在一般和特定领域的关键在线推理(COR)任务中使用的信息场景。此外，B04 旨在开发一个理论上合理的、经验驱动的框架，以解释学生在COR任务中使用的不同类型和特征的信息之间的相互作用，以及管理学生信息选择、评估和推理的过程。最后，我们感兴趣的是学生习惯使用的信息源类型与他们在高等教育中的学习结果之间的长期关系。对信息环境的描述是基于对学生在解决COR任务时访问的网站的定量内容分析。信息的准确性是人工评估的，信息的可理解性部分是自动测量的，部分是由人工编码人员测量的。然后将内容分析数据与本研究单位A-项目中评估的COR任务的数据相结合(FOR)。最后，我们依靠FOR小组调查数据来调查随着时间的推移，学生的媒体和信息使用与COR发展和学习结果是如何相关的。这项研究考察了信息来源在准确性和可理解性方面的差异程度，以及这种差异如何影响学生的COR表现。考察学生的信息饮食对COR成绩和学习结果的短期和长期影响，为教学干预的概念发展提供了独特的基础，例如使用类似互联网的模拟，以有效地培养DOM-COR技能(在第二研究阶段)。B04使用A-项目中进行的相关评估和小组调查的数据。C07与C07分享了对个体间差异以及高绩效者的策略和低绩效者在相应任务中的不足之处的审查。B05和B06使用不同的方法分析相同的信息源(B05：语言分析，B06：定性-重构分析)，我们有助于深入了解各种在线信息源对医学和经济学专业学生的高等教育学习的有利和不利作用。