Coordination Funds

接受高等教育的学生越来越多地在网上学习，在最近的调查中，他们声称互联网是他们完成课程相关作业的主要信息来源。与由预选学习材料的讲师主持的正式，现场或电子学习环境相反，自我导向的在线学习需要特定的技能来确定哪些来源是可靠的学习材料，哪些信息是准确的。尽管在正式的教学环境中使用媒体的研究，大机构知之甚少，学生在互联网上的自我导向学习，他们的处理和选择的在线信息，以及学生的使用在线资源在高等教育的关键影响。为了确定如何将互联网作为一种有效的学习工具，从而提高学习成功的机会，我们调查了以下几点：（1）重点技能大学生两大学科--经济学和医学（包括社会科学和物理学作为比较学科）-要求批判性地使用在线信息，即搜索，获取，选择，评估，并从中推理得出有根据的结论，建立（更多）可靠的知识，完成与课程相关的任务，并在线解决通用或特定领域的“关键信息问题”（通用和特定领域的“关键在线推理”（COR））;（2）大学生选择学习课程相关主题的在线资源和内容的特点（在线“信息景观”），包括准确性和可理解性，媒体和语言特征，叙事框架和潜在意义结构，以及它们如何影响学生在高等教育中使用资源;以及（3）（1）学生在学习过程中COR技能的发展，（2）学生用于学习的在线信息景观的特征，（3）学生在高等教育中的学习成功。基于森林的广泛的先前工作，包括验证模型和评估的发展，这里进行的纵向研究结合了众多学科和跨学科方法的优势，并涉及定性，定量和混合方法分析，以产生新的综合理论和模型，及时的研究结果，以及独特的教育研究数据集，为高等教育的长期研究和发展提供了新的途径。从第一阶段的调查结果将用于在第二阶段设计创新的教学干预措施，以帮助大学生发展搜索，批判性评估，并在高等教育中使用在线信息所需的COR技能。这些干预措施将帮助大学适应基于互联网的学习的快速增长的趋势，并在信息时代高等教育日益数字化的时代履行其教育使命。

Students in higher education are learning increasingly online, and in recent surveys they claim the Internet is their main source of information for completing course-related assignments. In contrast to formal, on-site or electronic learning environments moderated by a lecturer who preselects learning materials, self-directed online studying requires a particular skillset to determine which sources are reliable as learning materials and which information is accurate. Despite the large body of research on media use in formal teaching-learning settings, little is known about students’ self-directed learning on the Internet, their processing and selection of online information, and the key influences on students’ use of online sources in higher education. To determine how the Internet can be used as an effective tool for learning and thereby improve chances of learning success, we investigate the following: (1) the key skills university students in two major disciplines - economics and medicine (including social sciences and physics as comparison disciplines) - require to use online information critically, that is, to search for, acquire, select, evaluate, and reason from it to draw warranted conclusions, build (more) reliable knowledge, complete course-related tasks, and solve generic or domain-specific ‘critical information problems’ online (generic and domain-specific ‘Critical Online Reasoning’ (COR)); (2) the characteristics of the online sources and content university students select for learning about course-related topics (online ‘Information Landscape’), including accuracy and comprehensibility, media and linguistic features, narrative frames, and latent meaning structures, and how they influence students’ source use in higher education; and (3) the relationship between (1) the development of students’ COR skills over the course of their studies, (2) the features of the online Information Landscape students use for their learning, and (3) students’ learning success in higher education. Based on the FOR’s extensive prior work, including the development of validated models and assessments, the longitudinal research conducted here combines the strengths of numerous disciplinary and interdisciplinary approaches and involves qualitative, quantitative, and mixed-methods analyses to generate new integrative theories and models, timely research findings, and a unique educational research dataset that offer a new path for long-term research and development in higher education. Findings from the 1st phase will be used during the 2nd phase to devise innovative instructional interventions to help university students develop the COR skills needed to search for, critically assess, and use online information in higher education. These interventions will help universities adapt to the rapidly growing trend of Internet-based learning and fulfill their educational mandate in times of increasing digitalization in higher education in the Information Age.