Is seeing believing? : The effects of document cloud links on perceptions of credibility of news articles

News media consumption is migrating online, cutting into the business model of traditional news media at a time it has continued to struggle to reverse a decades-long drop in its perceived credibility among consumers. DocumentCloud was created to help news media publish and annotate source materials online as a supplement for online articles. This research studied whether DocumentCloud could boost credibility perceptions among online consumers of news media, and, if so, with what type of message. It theorized that the mere presence of links would boost credibility perceptions of the accompanying articles. Three different groups of subjects were tested for effects: a control group, those shown links with a basic message, and those shown links with an educational message. Building upon research in credibility, cognitive processing, and media literacy, this study found slight improvements in credibility perceptions when subjects were shown an educational message with the links, with more pronounced effects seen among subjects who had less formal education

Positive Impact of The Covid-19 Pandemic on The World of Education

The Covid-19 pandemic, which has disrupted the order of life in the world of education, is still ongoing; various efforts are being made to end the pandemic period as soon as possible. Even in the midst of a pandemic, the world of education must be given special attention in order to avoid being negatively impacted. The opportunity to advance the world of education through online learning is a solution to meet educational standards through the use of information technology so that students and teachers are interconnected and the teaching and learning process can still be carried out properly through the use of technology. The method used in this study is qualitative, with approach content analysis and descriptive presentation. As a source of research data, the author examines documents in the form of text, news, journals, and newspapers. Although the pandemic had many negative consequences, it had a positive impact on the world of education. This positive impact can inspire the community to persevere in the face of adversity in order to achieve more advanced educational goals. Among the many positive effects of online learning during the Covid-19 pandemic, one has the greatest impact on the world of education: it accelerates educational transformation

To clickbait or not to clickbait? : an examination of clickbait headline effects on source credibility

One content marketing strategy currently proliferating on Facebook is the use of "clickbait," or sensational, headlines to attract readers to view the content being marketed. The aim of this study is to examine how the use of clickbait headlines on Facebook influences the perceived credibility of the story source by employing a 2 (news type) x 2 (source type) x 2 (level of source credibility) online experiment. Participants were presented with either clickbait or traditional science news headlines, which differed in the type of source (education vs. news) and the level of source credibility (low vs. high.) After exposure to each headline, they were then asked to rate their perceived credibility toward the source of the article. The findings showed that the use of clickbait headlines results in negative effects on perceived source credibility. Also, sources with pre-existing low credibility suffered the most when using clickbait strategies than sources with high pre-existing credibility

SIFTing and Four-Moving Online: Opportunities and Challenges with Teaching Lateral Reading through an Online Module (conference presentation)

As the ways in which information gets produced and distributed online have substantially changed, librarians’ approaches to teaching source evaluation are also evolving. Many librarians are pointing out the limitations of formulaic approaches to source evaluation (e.g., checklists like CRAAP and RADCAB), given how source evaluation has become increasingly challenging in online environments. Research on “lateral reading” from the Stanford History Education Group (SHEG) and from Mike Caulfield has informed much of this work. In a 2016 study SHEG found that professional fact-checkers who practice “lateral reading” - spending little time on a website and more time reading what other sources say about the source or related issue - do better in identifying misleading information. (See “Evaluating Information: The Cornerstone of Civic Online Reasoning”.) Mike Caulfield’s work on web literacy, in particular his “Four Moves” and SIFT strategies, offer helpful models for lateral reading (see hapgood.us/2019/06/19/sift-the-four-moves/). While seemingly simple, “Four Moves,” SIFT, and other lateral reading strategies are not as straightforward as they first appear. Rather, they require a great deal of experimentation and flexibility, and often careful analysis of rhetorical context. In this session we will share our experiences in developing a pilot online interactive module about lateral reading strategies for source evaluation that draws and builds on the Four Moves and SIFT. We will highlight three key considerations when developing our project: 1) identifying stumbling blocks of practicing and teaching about lateral reading, 2) developing strategic scaffolding, and 3) approaching the Four Moves and SIFT as complementary models. Stumbling blocks with lateral reading: These include investigating contentious issues about which there are strong opposing views, the effects of personalized search results, addressing varying views of Wikipedia’s legitimacy as a background source. Scaffolding: Our scaffolding approach includes multiple iterations of instructor modeling, student practice, guided feedback, and activities of increasing complexity. Instruction is also organized into different types of tasks (e.g. determining if a story is true; investigating an organization, publication, or person; tracing a story back to its origin; distinguishing between a quick initial evaluation of source credibility and more in-depth examination of a source). The Four Moves and SIFT as complementary models: While SIFT offers a high-level view of verifying online information, the Four Moves suggest more specific ways to engage with SIFT. Reflecting on these three considerations, we will also introduce elements of the online module, invite attendees at various points to offer feedback and to share their experiences teaching about source evaluation, and discuss next steps for our project. Learning outcomes Reflect on and share experiences with teaching about source evaluation. Become more informed about “lateral reading” strategies for source evaluation. Reflect on opportunities and challenges with practicing and teaching about lateral reading

Differential effects of valence and encoding strategy on internal source memory and judgments of source: exploring the production and the self-reference effect

The Supplementary Material for this article can be found online at: https://www.frontiersin.org/articles/10.3389/fpsyg.2019.01326/full#supplementary-materialItem memory studies show that emotional stimuli are associated with improved memory performance compared to neutral ones. However, emotion-related effects on source memory are less consistent. The current study probed how emotional valence and specific encoding conditions influence internal source memory performance and judgments of source (JOSs). In two independent experiments, participants were required to read silently/aloud (Experiment 1) or to perform self-reference/common judgments (Experiment 2) on a list of negative/neutral/positive words. They also performed immediate JOSs ratings for each word. The study phase was followed by a test phase in which participants performed old-new judgments. In Experiment 1, the production effect was replicated for item memory, but the effects of valence on item and source memory were not significant. In Experiment 2, self-referential processing effects on item and source memory differed as a function of valence. In both experiments, JOSs ratings were sensitive to valence and encoding conditions, although they were not predictive of objective memory performance. These findings demonstrate that the effects of valence on internal source memory and JOSs are modulated by encoding strategy. Thus, the way information is encoded can shed light on how emotion might enhance, impair or exert no influence on source memory.This work was supported by a Ph.D. Fellowship (PD/BD/105964/2014), awarded to DP, funded by the Portuguese Science Foundation (FCT) through national funds and cofunded by the European Social Fund (ESF) through the Operational Programme for Human Capital (POCH). It was also supported by a research grant (PTDC/MHC-PCN/0101/2014) funded by FCT and awarded to AP. The study was conducted at the Psychology Research Centre (PSI/01662), School of Psychology, University of Minho, and supported by FCT and the Portuguese Ministry of Science, Technology and Higher Education (UID/PSI/01662/2019), through the national funds (PIDDAC) and co-funded by FEDER through COMPETE2020 under the PT2020 Partnership Agreement (POCI-01-0145-FEDER-007653)

Nutritional knowledge of patients diagnosed with endocrinopathies

Background: Thyroid diseases including Hashimoto's chronic lymphocytic thyroiditis represent an increasing epidemiological problem of the 21st century. Thyroid disease is estimated to affect approximately 7.0-9.0 per cent of the population up to the age of 60 years, and as much as 10.0-12.0 per cent after the age of 60 years. Hashimoto's disease is much more common among women of childbearing age, but it is also increasingly common among children and adolescents. The number of reported cases of autoimmune thyroiditis is steadily increasing. The aim of this study was to assess the nutritional knowledge of female patients with Hashimoto's disease in selected closed online support groups for patients with thyroid disease.Materials and methods: A self-administered online survey questionnaire was used to conduct the study.Results: 321 women were enrolled in the study. The largest group of respondents, aged between 20 and 40 years, lived in cities with more than 100 000 inhabitants and had a university education. Hypothyroidism along with Hashimoto's disease was declared by the largest number of respondents. The respondents' main source of nutritional knowledge was the media; the level of knowledge was assessed as insufficient.Conclusions: There is a need to increase nutritional education among patients in order to reduce the incidence of disease complications, the development of other comorbidities and will allow for health-promoting effects during the pharmacotherapy process

ICTs readiness among MOOC learners : a cross-national analysis

Massive open online courses (MOOCs) attract the attention of educators who desire to extend higher education to learners around the globe. MOOCs also interest learners with Internet access who can benefit from them and enroll at no cost. However, research indicates the importance of learners’ readiness for online learning in order to take advantage of these courses and the importance of investigating factors that influence learners’ satisfaction with MOOCs. In order to examine these aspects, two different types of surveys were conducted. Framed by the second-level digital divide approach and resources and appropriation theory, this study surveyed MOOC learners to investigate their readiness for online learning. It measured learners’ levels of engagement with information and communications technologies (ICTs) and learners’ characteristics (self-efficacy and locus of control). The study analyzed one source of data collected from surveying 2,882 learners who were enrolled in any of five MOOCs that were offered in either English or Arabic and through two MOOC providers based in the U.S. and Saudi Arabia. The findings identified significant differences among learners who live in various regions or countries with different economic classifications. For example, MOOC learners who live in either North America or developed economies have significantly higher levels of engagement with ICTs, self-efficacy, and locus of control than learners who live in Arab States or developing economies respectively. In several regions, such as North America and Asia and the Pacific, male MOOC learners have significantly higher levels of engagement with ICTs than females. Additionally, based on the theory of independent learning and teaching, the three types of interaction model, and the technology acceptance model, this study investigated factors that influence learners’ satisfaction with MOOCs. It also examined effects of age and level of education of MOOC learners on their perceptions concerning the importance of five course aspects. Another survey asked 1,762 learners who were enrolled in any of four MOOCs. The results showed that the learner perceived usefulness, teaching and learning aspects of the MOOC, and learner-content interaction as important satisfaction factors. The results revealed that both age and level of education have significant effects only on the importance of three course aspects. Future directions in MOOCs research are discussed.Radio-Television-Fil

Sexual and Reproductive Health and Education of Adolescents during COVID-19 Pandemic, Results from “Come Te La Passi?”—Survey in Bologna, Italy

Social distancing measures adopted to face the COVID-19 pandemic had a detrimental impact on adolescent education and their interaction with peers and adults, secondary to the limitation of school and recreational activities, with repercussions on social and sexual life. The “Come te la passi?” (“How is it going?”) study, performed in the Metropolitan City of Bologna (Italy), aimed at investigating the type of information sources adopted by adolescents for their sexual and reproductive health (SRH) knowledge and education, the age of their sexual debut, and the way in which the COVID-19 pandemic affected their relationships and sexual life in order to help local health care professionals and educators designing SRH education programs. A purposely designed online survey was administered during the COVID-19 pandemic to 378 high school students (age > 14 yo) in July 2021. Based on the study results, the most common source of SRH education was the web, followed by peers (friends). A total of 61.3% of 17-year-olds already had sexual intercourse, and 90% of 15-year-olds had experienced romantic or sexual attraction. For 58.2% of the adolescents, the COVID-19 pandemic had negative effects on their relationships/sexual life. The current research emphasizes the need to involve health care professionals and educators in structured programs to promote SRH education tailored to adolescents’ needs and started from early ages

Investigation of factors affecting students\u27 satisfaction with online course components.

Technological advances in Internet delivery have allowed university course offerings to change from synchronous to asynchronous. These changes have occurred so rapidly that Web-based (WB) courses have proliferated without significant research as to their effectiveness from a student\u27s perspective (Ewing-Taylor, 1999). Researchers are aware that it is not sufficient to measure the effectiveness of WB learning purely through testing and grades. Indeed, Marshall (1999) pointed out that it is necessary to look at and evaluate the process of delivery and attitudes toward various delivery methods as well as course components in order to design more effective courses for Web delivery and to explore their effectiveness. Five quasi-models of descriptive characteristics (Demographic, Experiential, Motivational, Learning Styles, Instructional Design) were singled out as potentially having an impact on students\u27 satisfaction with the online course components (email, hypertext, online threaded discussions, web links, chat, video, audio, simulations, and graphics). The purpose of this study was to investigate various factors that might affect students\u27 satisfaction with online course components. Data were collected from 240 online undergraduate students using an online questionnaire. The findings of this study may lead educators to rethink the process of Instructional Design (ID). They may shift or adapt the traditional ID models and theories to accommodate the new features of online courses. At the very least, a deeper understanding about the Web as a mode of delivery in distance education and its effects on distance learning should emerge. Furthermore, the findings from this research study may strengthen our understanding of how students\u27 internal characteristics affect learning outcomes in technology-mediated online environment. Paper copy at Leddy Library: Theses & Major Papers - Basement, West Bldg. / Call Number: Thesis2004 .Q74. Source: Dissertation Abstracts International, Volume: 66-02, Section: A, page: 0517. Adviser: David Kellenberger. Thesis (Ph.D.)--University of Windsor (Canada), 2004

3D product authenticity model for online retail: An invariance analysis

This study investigates the effects of different levels of invariance analysis on three dimensional (3D) product authenticity model (3DPAM) constructs in the e- retailing context. A hypothetical retailer Web site presents a variety of laptops using 3D product visualisations. The proposed conceptual model achieves acceptable fit and the hypothesised paths are all valid. We empirically investigate the invariance across the subgroups to validate the results of our 3DPAM. We concluded that the 3D product authenticity model construct was invariant for our sample across different gender, level of education and study backgrounds. These findings suggested that all our subgroups conceptualised the 3DPAM similarly. Also the results show some non-invariance results for the structural and latent mean models. The gender group posits a non-invariance latent mean model. Study backgrounds group reveals a non-invariance result for the structural model. These findings allowed us to understand the 3DPAMs validity in the e-retail context. Managerial implications are explained