This study focuses on how and to what degree undergraduates attend to source information while reading a set of partly contradicting web documents on a social-scientific issue, and on how students use those sources in writing an essay based on the documents. Think-aloud data collected during the reading session showed that students to some degree pay attention to both source information about the documents and to information about sources embedded in the documents’ content. Sourcing of an evaluative nature occurred most frequently while students read documents holding strong opinions on the issue. In the essays, students most frequently cited the source assumed to be most trustworthy. Students’ explicit online sourcing while reading was significantly related to their explicit references to the web documents in the essays. The results from the study are in accordance with prior studies in indicating that undergraduates need more training in sourcing skills.
This article explores how upper secondary students reflect on their media practices while participating in the learning activity of mediagraphy. Mediagraphy involves researching four generations of one’s own family with respect to e.g. media use, identity, and education and then writing an essay based on this information. A case study is presented, in which mediagraphy was implemented in upper secondary school for the first time. The data sources are classroom observation, student essays, and interviews. The analysis is guided by a categorization of reflection types: qualification, competence, creativity, meta-perspectives, and critical reflection. The findings show that the students identify and question implicit characteristics of culture and society, and critically evaluate their own choices and actions in a media-saturated everyday life.
The focus of this paper is on the role of discussion board use in e-collaborative learning (CSCL) and the support they may provide for learning. Research has shown that support has to include the social dimension as well. The paper starts with a conceptual discussion and explores qualitative results by a content analysis based on a previously conducted quantitative analysis on CSCL. As a research platform, 4 CSCL courses at the master’s level were conceptualized for applying different e-collaborative learning approaches.
This article focuses on challenges associated with the use of technology foresight for developing long-term strategies for innovative uses of ICT in education with an emphasis on the role of creativity. The outcomes of two international foresight programmes on the future of education are critically examined. The findings demonstrate the need to address programme participants’ capacity to engage in systematic futures thinking and to emphasise creative aspects of constructing shared visions of the future.