The relationship of (perceived) epistemic cognition to interaction with resources on the internet

Information seeking and processing are key literacy practices. However, they are activities that students, across a range of ages, struggle with. These information seeking processes can be viewed through the lens of epistemic cognition: beliefs regarding the source, justification, complexity, and certainty of knowledge. In the research reported in this article we build on established research in this area, which has typically used self-report psychometric and behavior data, and information seeking tasks involving closed-document sets. We take a novel approach in applying established self-report measures to a large-scale, naturalistic, study environment, pointing to the potential of analysis of dialogue, web-navigation – including sites visited – and other trace data, to support more traditional self-report mechanisms. Our analysis suggests that prior work demonstrating relationships between self-report indicators is not paralleled in investigation of the hypothesized relationships between self-report and trace-indicators. However, there are clear epistemic features of this trace data. The article thus demonstrates the potential of behavioral learning analytic data in understanding how epistemic cognition is brought to bear in rich information seeking and processing tasks

Using a Think Aloud Methodology to Understand Physical Activity Internet Search Experiences and Preferences of Parents of Children/Youth with Disabilities

This research examined the physical activity (PA) internet search experiences and preferences of parents of children/youth with disability (CYWD). A sample of parents of CYWD (n=10) participated in a prompted think aloud process (i.e., verbalize thoughts) while searching for PA information online. Researchers observed the parents and gathered information regarding their experience and preferences. Using an inductive thematic analysis of the parents think aloud responses, the following emerged as key themes regarding online PA information needs: Know exactly what programs they offer, Keep it very very simple, and More work for parents to find something. Parents used as an online evaluation criterion, including information parents considered important, to determine the suitability of the program for their CYWD. An improved understanding of parents experiences and preferences while searching for PA information can inform how PA or disability organizations structure their websites to create positive search experiences

Article implace means journal impact

These days there is a lot of misunderstanding of scientometrics and we often see a confusion of the research with its indicators. Science ministries and university administrators try to push their country's or institution's "research impact" by telling researchers to increase numeric figures that were invented as proxies for later assessment. In obvious juxtaposition to common sense this even leads to direct orders to postdocs "to only publish in high impact journals" and not to engage in other important activities scientists of well-rounded stature will routinely perform, like publication in medium impact journals of their immediate field, in startup journals, in conference proceedings, of book chapters, as grey literature or intended for dissemination to the general public, reviewing, editing, writing blogs etc

Accessibility of Tourism Websites: Attitudes and Behaviors

While developed countries continue to shape an industry that has somehow become an integral part of the society, it only seems fair that the industry should provide equal access for every member of the society, recouping members of the market that is excluded without notice. The basic tier of service in the web interface is to provide information, before any booking systems and online purchasing (Siegel, 1997). In the travel industry, this basic tier is achieved in many different travel businesses, but consistently in destination marketing websites that solely promotes a tourism destination through delivering information about the specific location. Palmer & McCole (2000) claimed that information technology has created a portal whereby potential consumer can browse through the web interface to view what the destination offers and develop a picture that would contribute to imagining a supposed travel experience. This study will examine the behavior of a website user in assessing the accessibility of Destination Management Organization (DMO) websites. This also acts to suggest the level of complexity that DMO’s may solve by recognizing primary errors and consumer attitude in providing equal access

Developing Learning Analytics for Epistemic Commitments in a Collaborative Information Seeking Environment

Learning analytics sits at the confluence of learning, information, and computer sciences. Using a distinctive account of learning analytics as a form of assessment, I first argue for its potential in pedagogically motivated learning design, suggesting a particular construct – epistemic cognition in literacy contexts – to probe using learning analytics. I argue for a recasting of epistemic cognition as ‘epistemic commitments’ in collaborative information tasks drawing a novel alignment between information seeking and multiple document processing (MDP) models, with empirical and theoretical grounding given for a focus on collaboration and dialogue in such activities. Thus, epistemic commitments are seen in the ways students seek, select, and integrate claims from multiple sources, and the ways in which their collaborative dialogue is brought to bear in this activity. Accordingly, the empirical element of the thesis develops two pedagogically grounded literacy based tasks: a MDP task, in which pre-selected documents were provided to students; and a collaborative information seeking task (CIS), in which students could search the web. These tasks were deployed at scale (n > 500) and involved writing an evaluative review, followed by a pedagogically supported peer assessment task. Assessment outcomes were analysed in the context of a new epistemic commitments-oriented set of trace data, and psychometric data regarding the participants’ epistemic cognition. Demonstrating the value of the methodological and conceptual approach taken, qualitative analyses indicate clear epistemic activity, and stark differences in behaviour between groups, the complexity of which is challenging to model computationally. Despite this complexity, quantitative analyses indicate that up to 30% of variance in output scores can be modelled using behavioural indicators. The explanatory potential of behaviourally-oriented models of epistemic commitments grounded in tool-interaction and collaborative dialogue is demonstrated. The thesis provides an exemplification of theoretically positioned analytic development, drawing on interdisciplinary literatures in addressing complex learning contexts

Technology and Testing

From early answer sheets filled in with number 2 pencils, to tests administered by mainframe computers, to assessments wholly constructed by computers, it is clear that technology is changing the field of educational and psychological measurement. The numerous and rapid advances have immediate impact on test creators, assessment professionals, and those who implement and analyze assessments. This comprehensive new volume brings together leading experts on the issues posed by technological applications in testing, with chapters on game-based assessment, testing with simulations, video assessment, computerized test development, large-scale test delivery, model choice, validity, and error issues. Including an overview of existing literature and ground-breaking research, each chapter considers the technological, practical, and ethical considerations of this rapidly-changing area. Ideal for researchers and professionals in testing and assessment, Technology and Testing provides a critical and in-depth look at one of the most pressing topics in educational testing today