Evaluating text-based information on the World Wide Web

Abstract

This special section contributes to an inclusive cognitive model of information problem solving (IPS) activity, touches briefly IPS learning, and brings to the notice methodological pitfalls related to uncovering IPS processes. Instead of focusing on the IPS process as a whole, the contributing articles turn their attention to what is regarded the heart of IPS, namely the evaluation of information. In this commentary we reflect on theoretical, methodological, and instructional design issues. Results are commented upon and future research is addressed. A vignette is presented to illustrate the aforementioned issues.

Information problem‐solving skills in small virtual groups and learning outcomes

“…Finally, with respect to 'analyse information', as suggested in previous research (Brand-Gruwel et al, 2005), in-depth processing is necessary to obtain highquality end products. Hence, cognitive skills of analysis, evaluation and selection of information should be clearly supported by instructors, as evaluation of information is at the heart of IPS models (Wopereis & Merriënboer, 2011). As previous research has shown, this could be performed by means of problem-based approach and guiding the learning process (Walton & Hepworth, 2001).…”

Field independence: Reviewing the evidence

“…However, those demonstrable effects on learning suggest the involvement of mediating individual and contextual variables (Dassonville et al ., ). Included in the many factors impacting on the effective processing of information by a learner is the social situatedness of learning (Angeli & Valanides, ; Wopereis & van Merrienboёr, ), which suggests a malleability to FI. Therefore, a key question that still needs to be asked is to what degree can FI be developed.…”

Key Information-Problem Solving Skills to Learn in Secondary Education: A Qualitative, Multi-Case Study

“…Participants performed an IPS task as a test, which was solved individually during 45 minutes approximately, and was performed in the real context of the classroom, as a curricular learning activity, in order to ensure ecological validity (Wopereis & Van Merriënboer, 2011), and effectiveness (Frerejean, Van Strien, Kirschner, & Brand-Gruwel, 2016).…”

“…As this technique only captures the actions made on the screen, some actions can easily be misinterpreted. The election of this technique was due to the ecological validity and the unobtrusiveness of the technique (Wopereis & Van Merriënboer, 2011); however, the cognitive processes involved in IPS could be more in-depth analysed through other techniques as, for instance, eye-tracking (Holmqvist, Nyström, Andersson, Dewhurst, Jarodzka, & Van de Weijer, 2011) or cued-retrospective reports (Van Gog, Paas, Van Merriënboer, & Witte, 2005) though they can only be applied in laboratory settings. Second, the sample considered for this study 6 students might be a slightly limited segment.…”