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The proliferation of digital information technologies has underscored the heightened necessity for online information search. This study is directed towards the analysis of the strategies adopted by prospective teachers in the selection of digital content employed for accessing information, their preferences concerning the use of digital and online tools, and the rationale that underpins these preferences. To achieve this aim, the case study method was used. Employing the purposive sampling method, the study involved a participant pool of 72 teacher candidates in the 3rd and 4th grades within the faculties of education. To collect data, a personal information form, an online interview form, a focus group interview form, and a word association test were employed. The data were analyzed using the content and descriptive analysis methods. At the end of the study, the prospective teachers expressed a common tendency that when it comes to scientific research, they often prefer to search for articles whereas for more general inquiries, they have a propensity for utilizing internet searches. Most of the prospective teachers follow a step-by-step research process when accessing information. In addition, they employ both goal-oriented and general-content resources while in pursuit of scientific information. They pay attention to data reliability, accurate information, speed, and access to the Internet in the process of obtaining information. They consider the tools they use adequate and reliable. Teacher candidates establish complex conceptual networks among the array of tools they employ to access information. A comprehensive discussion concerning the outcomes of the research is also presented.

This paper presents the first experiences of the use of an online open-source repository with programming exercises. The repository is independent of any specific teaching approach. Students can search for and select an exercise that trains the programming concepts that they want to train and that only uses the programming concepts they already know, then submit their solutions, and get automatic feedback from the system. We analyzed quantitatively how students used the system by inspecting the logged actions of the students using the system. We also did a qualitative analysis by interviews, to find out how the students appreciated the use of the repository and to get feedback for improvements. We focused on how students select exercises as finding the exercise that fulfils the training needs of a student is the innovative part of our repository.

Background: Interrupted time series (ITS) studies contribute importantly to systematic reviews of population-level interventions. We aimed to develop and validate search filters to retrieve ITS studies in MEDLINE and PubMed. Methods: A total of 1017 known ITS studies (published 2013-2017) were analysed using text mining to generate candidate terms. A control set of 1398 time-series studies were used to select differentiating terms. Various combinations of candidate terms were iteratively tested to generate three search filters. An independent set of 700 ITS studies was used to validate the filters' sensitivities. The filters were test-run in Ovid MEDLINE and the records randomly screened for ITS studies to determine their precision. Finally, all MEDLINE filters were translated to PubMed format and their sensitivities in PubMed were estimated. Results: Three search filters were created in MEDLINE: a "precision-maximising" filter with high precision (78%; 95% CI 74%-82%) but moderate sensitivity (63%; 59%-66%), most appropriate when there are limited resources to screen studies; a sensitivity-and-precision-maximising filter with higher sensitivity (81%; 77%-83%) but lower precision (32%; 28%-36%), providing a balance between expediency and comprehensiveness; and a "sensitivity-maximising" filter with high sensitivity (88%; 85%-90%) but likely very low precision, useful when combined with specific content terms. Similar sensitivity estimates were found for PubMed versions. Conclusion: Our filters strike different balances between comprehensiveness and screening workload and suit different research needs. Retrieval of ITS studies would be improved if authors identified the ITS design in the titles.

Despite the democratised access to digital media, there are still gaps in uses and opportunities according to age, sex, socioeconomic level, and location. In addition, the study about the use of digital media by children and adolescents has focused more on the risks than on the opportunities. This study analyses the relationship between different uses of digital media (socialisation, socio-political, and learning purposes), with school civic engagement. A sample of 524 students (M[subscript age]=12; 43.7% girls) from Santiago de Chile participated. Structural equation modelling with latent variables was used to test a parallel mediation model in which the use of socialisation in digital media is related to school civic engagement, through digital media use for socio political purposes and the digital media use for learning purposes. In addition, multigroup analysis by sex was tested. The main results showed that digital media use for socialisation has a positive effect on school civic engagement through the parallel mediation of digital media use for socio-political purposes and the digital media use for learning purposes. The multigroup analysis showed that mediation is significant in both boys and girls. The results have contributed to the expansion of knowledge about the opportunities of digital media on civic engagement in formal school contexts.

Sourcing and intertextual integration skills are critical to the development of young students' digital literacy skills. Sourcing skills include identifying source parameters (e.g., recognizing the author, publication date, publisher) and analyzing the author's expertise. The objective of this study is to investigate which sourcing skills used by students in document selection are most associated with intertextual integration skills. A total of 165 students attending lower secondary school participated in the research. Students completed a sourcing inventory, an intertextual integration task (after reading multiple texts), and control variables measures (prior knowledge, prior beliefs, and text comprehension). The results of exploratory factor analysis showed three dimensions for sourcing, namely source identification, author's competence, and judgment on website choice. Furthermore, hierarchical regressions showed that author competence was the only sourcing factor associated with intertextual integration skills, after controlling for the effect of control variables. These results suggest that even younger students pay attention to author expertise when choosing texts to use for their assignments, and doing so enhances their competence in integrating information across sources.

The aim of this study is to analyze how undergraduate learners seek academic help online at a public university in the United States with Q methodology. Upon completion of the study, we identified three groups of help-seekers. The first group, informal and personal help-seekers, sought help from close friends or classmates to solve problems. The second group, formal and impersonal help-seekers, relied on instructors as their primary source of help, followed by instructional materials such as course websites, syllabi, and rubrics. The participants in the third group expressed a significant reluctance to seek help from instructors and preferred alternative options like tutoring centers, search engines, and discussion boards. Contradicting opinions about help-seeking sources existed, with reasons explored. Implications and recommendations for future studies were also discussed.

This study discusses the findings of a survey designed to capture students' allocations of credibility to online materials resembling social media posts. The survey respondents were 1,019 undergraduate students at a medium-sized Canadian university. The students came from a range of programs and years of study in those programs. The survey instrument presented varying stimuli to students to see how their scores varied, and then asked students to explain their scoring. A number of significant dynamics emerged, such as the students' tendency to give lower credibility scores to poorly presented information, even if the information was factual, and to explain information by referring to previous knowledge. These dynamics varied little by area or year of study, which suggests that presentation should be recognized as a powerful heuristic in online credibility assessment. [Note: The publication year (2024) shown on the PDF is incorrect. The correct publication year is 2023.]

Information and Communication Technology (ICT) has become one of the basic building blocks of modern society. This research attempts to highlight the use of ICT by science teachers with respect to their classroom practices, administration, personal use and professional development. The data was collected from 30 science teachers working in schools of Delhi/NCR. To collect the data on the above cited domains a self-made questionnaire was administered. Prior permission and consent was taken to collect the data from the selected subjects. Obtained raw data was first tabulated and then statistically analysed by using descriptive as well as chi square tests. The findings of statistical analysis revealed that browsing internet to collect learning material and to prepare science lessons were practiced by teachers more frequently. Many teachers have undergone either introductory or equipment-specific training, however very few of them have received training in advanced courses on internet use (creating websites, video-conferencing, etc.). As far as perception of science teachers regarding use of ICT in science teachers was considered, findings revealed that most of the teachers were found very optimistic in using ICT while teaching.

The objective of this study was to identify university student profiles with different levels of predisposition and usage of digital competences in social communication and collaborative learning (CSCCL) as well as technology use in information search and treatment (CSTI). The sample comprised 383 students from three state universities in Spain. The study employed a questionnaire called "basic digital competences 2.0 in university students" (COBADI). Chi-squared automatic interaction detection (CHAID) algorithm was used for data analysis due to its capability to handle both quantitative and qualitative variables, enabling profiling and the generation of predictive models with easily interpretable graphical representations (decision trees). The results revealed a high level of digital competence in socialization and execution of tasks online, managing digital tools for planning study time, and using resources for information searching and browsing. These findings align with previous works on collaborative writing on the Internet and digital competence. However, students demonstrated low digital competence in data analysis processes and image production using social software apps, which has been linked to task complexity and heavy workload in other studies. Interestingly, the students' sociodemographic characteristics (age, sex, and university attended) did not influence their predisposition towards the analyzed digital competences. In conclusion, enhancing effective digital teaching in higher education can be achieved by incorporating the teaching of critical analysis of information, addressing information overload, providing instruction on social software apps, and emphasizing collaborative learning. These strategies aim to help students acquire and apply knowledge relevant to the current job market.

Instrumental competence is universally considered a compulsory competence for translators. Given its significance, this study investigated the instrumental competence of novice translators in translating from and into a foreign language. To this end, an experiment was conducted with a group of 31 Thai EFL learners who had taken English-Thai Translation and Thai-English Translation courses. Data was collected using recordings of the participants' on-screen translation activities, their translated texts in English and Thai, a pre-translation questionnaire, a post-translation questionnaire, interviews, and direct observations. Not only did the results of the research confirm the growing popularity of electronic translation resources, particularly Machine Translation (MT), but they also revealed that the number of resources used, the total time taken for searches, the number of searches carried out, and the variety of searches carried out did not contribute to the acceptability of the solutions to translation problems. Regarding directionality, various aspects of translating into a foreign language demanded a higher use of translation resources. These results indicated that instrumental competence consists of the translator's knowledge of translation resources and their ability to use them. Consequently, this study proposes that translation teachers and institutions develop novice translators' instrumental skills to prepare them for the translation market where the expert use of modern-day resources and the ability to translate texts accurately, regardless of directionality, are required.

Using authentic materials, such as books, videos, news, and podcasts has received increasing attention in English classes in the last two decades. Among others, Google Trends serves as a platform to choose authentic materials based on their popularity on a global scale. It has been displaying huge data about the most popular news, people, events, books, movies, and songs since 2004. To this aim, 40 Foundation English students who studied at a private university in Erbil, Iraq, were chosen through a simple random sampling method for the 2022-2023 Academic Year. Control group students kept their education according to the principles of the pre-defined curriculum, while experimental group students made a presentation about a trending topic on Google, prepared a listening quiz, and ran a speaking session. The data, collected by exams and surveys, were analyzed by SPSS 26 and NVivo application, revealing that Google Trends enriched teaching mode, increased students' listening scores and enhanced speaking performance significantly in the experimental group, whereas no noticeable progress was observed in the control group. Likewise, students' motivation towards learning English increased significantly in the experimental group, while it was less than noticeable in the control group. The findings of this study can have some implications for educators who consider integrating Google Trends into the curriculum to present authentic materials.

Despite rising interests in the manifestations of second language (L2) interactional competence (IC) in online language learning activities (e.g., Balaman & Sert, 2017a, 2017b), participants' interactional practices for managing epistemic stances in online searches remains largely unexplored. This paper examines how an intermediate-level learner of English jointly managed epistemics with a tutor in a text-and-voice teleconference session designed as a conversation-for-learning. The analysis focuses on web search sequences occasioned by emergent epistemic asymmetries in the ongoing talk, and how the participants leveraged resources to negotiate knowledge positions and display affiliation during online searches. Findings reveal that epistemic stance management is a prominent aspect of the IC involved in online search sequences. For example, during an online search, the tutee demonstrates his IC by citing and attributing responsibility to the source in response to epistemic primacy challenges. In the process, he also utilised affiliative resources such as laughter and a term of endearment to delicately manage disaffiliation. By focusing on the management of epistemic stances during online searches, this study informs the use of online searches in L2 learning activities to foster opportunities to perform stance-taking practices as part of the learner's IC.

Virtual reality (VR) has been shown to be beneficial for educational purposes and has emerged as a prevalent topic for teaching and learning. However, there is very little that is currently known about VR in the context of learning from different fields. This research is a systematic literature review which intends to investigate the future trends of virtual reality for learning by analyzing real-world data obtained from Google Scholar, Crossref, and Google Trends; the first pertinent publication discovered in the database is included as the data of this study. In total, 451 relevant publications from Google Scholar and 999 relevant publications from Crossref have been identified by utilizing content analysis. Based on the findings, VR is an immensely new and emerging worldwide topic that involves authors and connections from various countries. Overall, the significant increase in publications on "virtual reality for learning" (as a source of knowledge) in recent years corresponds to the growing trend of Internet searches on "virtual reality for learning" (as a practical demand). These findings contribute to a reference, to promote, to adjust and re-align VR in workplace learning. This study only covers publication trends, including the number of publications per year and the source types of publications, as well as internet search trends from 2004 to 2022.

Purpose: Curriculum supplementation by teachers is an agelong tradition, and the widespread use of the internet has increased the use of online resources in the classroom. This paper aims to explore preservice teachers' views on multicultural science resources and make a case for the representation of the changing demographics of the American classroom in online resource development. Design/methodology/approach: Using a qualitative interpretive approach, this study explored the perceptions of preservice teachers on their access to and use of online science resources through the conceptual lens of the pedagogical design capacity framework (Brown, 2009) and the first two principles of critical and cultural approaches to ambitious science teaching (C[superscript 2]AST) (Thompson et al., 2021). Findings: Participants in this study have not accessed culturally relevant online science resources. They adapt the resources to meet the demographic needs of their class. Practical implications: This study aims to support the need for content creators of online educational repositories to develop multicultural science resources. Originality/value: This work not only gives a background to why preservice early childhood science teachers could not access multicultural online resources, but it also makes a case for integrating skills needed for teachers to create culturally relevant resources into teacher training programs.

The development of web-based technologies in recent decades has provided ready access to a wealth of on-line educational resources, and despite concerns that availability of on-line recorded lectures impacts on-campus attendance, we believe there needs to be more focus on the learning resources students engage with, along with why and how they use these resources. Our survey of first year science and mathematics students found that more than 80% of on-campus and off-campus students engaged with [greater than or equal to]75% of lectures by attending face-to-face and/or viewing on-line lectures. And when asked about their use of external resources, 80% of students reported using YouTube and/or Open Educational Resources, amongst other on-line resources, to provide increased understanding of content and to view worked problems. Knowing that a large percentage of students will seek out additional on-line resources, we conclude that ensuring all students have well developed on-line search skills and the ability to critically assess the quality of on-line resources are important contributions that teaching staff can make to student learning.

This paper presents the first systematic investigation into the search engine optimization practices of major contract cheating websites in the United States. From a business perspective, visibility in organic search engine results is considered one of the top client recruitment tools. The current understanding of student recruitment strategies by these companies remains largely unexplored in both academic literature and popular press. Replicating the business research practices used in the search engine optimization industry, comprehensive search engine ranking and traffic data was obtained for the 38 largest contract cheating websites in the US. The overall objective was to illuminate the strategies that these companies take to get their services at the top of the search results of as many students as possible -- not just the relatively small proportion of students actively cheating. The results show that these companies dominate the search results for not just students searching to cheat, but also for naïve search efforts, when students are simply doing genuine research or classwork. These nefarious companies use highly sophisticated search engine manipulation strategies to bait naïve student searchers onto their sites, thus enabling the potential to switch them to cheaters. Higher education institutions, armed with the specific details provided in this study, can use the strategies outlined in the discussion to directly and negatively impact on the success of these contract cheating services.

Undergraduate students entering the classroom are often expected to have the skills needed to find, utilize, and synthesize academic scholarship. Yet, few feel prepared to do so. The research methods classroom provides immense opportunities for developing a meaningful foundation for students to enhance information literacy such that they feel comfortable and confident using peer-reviewed scholarship. In this activity, students collaborate to engage with peers to access institutional databases, explore empirical articles, practice citation skills, and ask questions about the process of engaging in meaningful research. Courses: Social science/communication research methods, introductory courses that require peer-reviewed sources, undergraduate capstones, Communication Theory. Objectives: Students will: (1) gain hands-on tools for and experience with locating, searching for, and understanding content within peer-reviewed empirical articles from online databases; (2) engage in group collaboration to demystify the search for and use of scholarly article content in and beyond the research methods course; and (3) develop working relationships with peers to facilitate a positive, engaging, and supportive classroom climate early in the semester.

Research has shown how important is for young people to acquire digital competencies that are necessary to successfully participate in society. Still, it has been reported that university students display poor digital competencies and that inequalities resulting from demographic and social factors persist even among young people who have managed to gain a place in higher education. Thus, the goal of this study was to explore what was the contribution of two universities in both the development of digital competencies and the reduction of gaps associated with students' gender and parents' level of education. We applied a survey to a sample of 411 first- and fourth-year students at two Chilean universities, whose results were analysed using descriptive statistics and multivariate analysis of variance. Students showed a greater development of competencies related to "Collaboration in digital environments" and "Searching for information." Their performance in competencies related to "Production of content" was, in comparison to these, worse. First-generation students reported lower levels of digital competencies than their peers whereas female students reported greater digital competencies than male ones. These gaps were present both within first- and fourth-year students. We conclude by noting the challenges universities face when training digital competencies among their students and highlight the need to develop, for the specific socio-cultural context of this study, teaching programs catering to the specific needs of first-generation male students.

As adolescents turn to online resources for health information, obstetricians and gynaecologists can play an active role in creating evidence-based resources for sexual health education. The purpose of this study was to assess the effect of a sexual health education website on adolescent girls' reproductive health knowledge and self-efficacy. It took the form of a prospective study among girls aged 14-18 in a rural area of the USA. Informed consent and parental consent were obtained. Participants completed a pre-test survey containing a 20 question validated Reproductive Health Knowledge Index (RHKI) and six self-efficacy questions. They then completed the website curriculum (www.marshallteentalk.org), followed by a post-test survey containing RHKI and same self-efficacy questions. Thirty-three girls completed the study with an average age of 16.42 (SD 1.09). Ten (30.3%) reported never having received sexual health education in school. Overall mean RHKI score improved from pre-test to post-test (87.67 SD 6.35 vs 90.82 SD 7.45, p = 0.012). Change in knowledge score ranged from -16.25 to+19.17 with a mean increase of+3.14 (SD 6.77). A greater proportion of participants reported improved confidence in obtaining birth control, recognising an unhealthy relationship, and getting tested for STIs.

Previous research on document selection has found that college-level readers are generally able to differentiate trustworthy from less trustworthy sources. Yet, a preference for selecting trustworthy sources may depend on features of the reading situation and readers' beliefs in science. In the current study, college students were tasked with selecting documents for either a university assignment or a personal project (external context manipulation) using documents that varied in the type of source (i.e., a source with scientific expertise or a source with personal experiences) as a within-participants manipulation. Moreover, participants' beliefs about science and knowledge about how science works were assessed. In two experiments (N = 165 and N = 125), participants selected documents for further reading for four target topics. In Experiment 2, a personal condition was added that included mention of an external audience for the assignment. Like in previous studies, participants in both experiments preferred scientific-expertise sources over personal-experiences sources. However, their likelihood of selecting a personal-experiences source was higher in a personal context without an external audience (compared to university context). More positive beliefs about science as well as knowledge about how science works were associated with a lower probability of selecting sources with personal experiences. Experiment 2 replicated the results of Experiment 1 and extended the findings regarding external context. Although college-level readers generally prefer scientific sources, their selection of sources without scientific expertise also depends on the external reading context as well as on personal beliefs and knowledge about science.

Objective: This study aimed to understand students' ability to search the Internet for COVID-19 information and apply it to evaluate the veracity of specific statements. Participants: Undergraduate students (N = 239) at a US university completed a Web-based questionnaire in September--October 2020. Methods: The questionnaire included self-reported measures of online health information literacy, COVID-19 knowledge, and anxiety along with exercises on searching and evaluating COVID information online. Results: Students reported moderate levels of information literacy (76%, 3.8 out of 5), but did not perform as well while searching the Internet for COVID-19 information (average accuracy: 65%, 10.5 out of 16 points). Students with higher Internet exercise scores reported higher GPA, higher household income, and liberal political views, and were more likely to follow public health measures [ie, social distancing, mask wearing, and not self-medicating with (hydroxy)chloroquine]. Conclusions: University students may overestimate their information literacy while struggling with searching the Internet for accurate COVID-19 information.

Purpose: This methodological study describes a technique for extracting information from deidentified electronic health records (EHRs) to identify occurrences of permanent unilateral hearing loss (UHL) and associated educational comorbidities. Method: This was an exploratory methodological study utilizing approximately 3.3 million de-identified medical records. Structured and unstructured data were extracted using both automated and manual methods. When both methods were available, positive and negative predictive values were calculated to evaluate the utility of using automated methods. Results: We defined a cohort of 471 records that met our criteria of school-age children with permanent UHL and no additional significant disabilities/diagnoses. Fifty-one percent of the children reflected in this cohort had indicators of adverse educational progress, defined as documentation of receiving educational services, speech-language therapy, and/or parental/teacher concern, with 12% of records reflecting overlapping services/concerns. Negative predictive values were generally high and positive predictive values were generally low, suggesting automated searches are useful for excluding factors of interest, butnot finding them. Conclusions: This study demonstrates the feasibility of using EHRs in examining UHL in school-age children. By restricting our cohort to individuals who were seen in audiology clinic, we were able to capture variables such as educational difficulty that are not routinely ascertained in medical contexts. The proportion of children in this cohort demonstrating a marker of adverse educational progress is consistent with numerous prior observational studies, thus providing validity to this ascertainment approach. We describe challenges encountered in creating this cohort and detail our hybrid approach to ascertaining key variables accurately.

Background: The medical information about anemia prevention produced by health-care professionals is difficult to understand because of its complicated terminology. Purpose: To evaluate quantitatively for the first time the clarity of existing online information about anemia prevention in Japanese. Methods: On January 20, 2023, we used the keyword "anemia" to evaluate 200 websites, followed by use of the Patient Education Materials Assessment Tool for Printable Materials (PEMAT-P) and the Clear Communication Index (CCI) to evaluate understandability and actionability. The PEMAT-P and CCI were both evaluated as excellent in terms of understandability and actionability, with cutoff values of 70% or higher and 90% or higher, respectively. We also evaluated readability using jReadability and quality using the Journal of the American Medical Association (JAMA) Benchmark Criteria and The Global Quality Scale (GQS). Results: The PEMAT-P scores for understandability and actionability exceeded the cutoff value in 59 (29.5%) and 36 cases (18.0%), respectively, while the CCI exceeded the cutoff value in two cases (1.0%). With respect to web pages, nine (4.5%) were considered "readable" and 96 (48.0%) "neutral." Discussion: These findings suggest that websites on anemia in Japanese have poor "understandability," "actionability," and "readability," and are therefore inaccessible to the general public. Translation to Health Education Practice: Improving existing anemia websites using indicators such as the PEMAT-P could improve behaviors related to anemia prevention.

This paper proposes an online learning platform learner DM method based on the improved fuzzy C clustering (FCM) algorithm, constructs a learner feature database, and combines clustering analysis and SPSS statistical methods to statistically summarize the big data of law, thus improving the deficiencies of static and absolute classification of students in the student model. In the experiment paper, the improved algorithm is implemented and the experimental data is analyzed. The results show that the learner behavior feature extraction model in this paper has fewer errors and higher recall rate. Compared with the traditional CF algorithm, the error rate is reduced by 19.64% and the recall rate is increased by 22.85%. This study provides better targeted teaching programs and case resources for legal case teaching and promotes the innovation of legal case teaching mode.

Along with the spread of Web 2.0 technologies, individuals' habits such as learning, socializing, and getting information have changed rapidly. A lot of information, the accuracy of which cannot be trusted, is available in the web, and it becomes difficult to choose useful, relevant, and accurate information. This pollution is also present in the media. The abilities to choose messages in the media, to look at these messages critically, and to produce your own messages are considered among the 21st-century skills. These reasons bring media literacy (ML) and online information searching strategies (OISS) to the agenda. The processes of ML and OISS have interrelated features. Therefore, it is important and necessary to examine these concepts together. Based on this necessity, the aim of the study was to determine the role of ML in OISS. To this end, the data were collected from 1809 pre-service teachers using the OISS inventory and the ML level determination scale. Data were analyzed by descriptive statistics, MANOVA, and multiple regression analysis. According to the results, pre-service teachers' ML and OISS levels were above the moderate level. ML and OISS vary significantly according to the type of websites. In conclusion, ML was revealed as a predictor variable that could explain OISS at a rate of 33.2%.

Online learning has been widely discussed in education research, and open educational resources have become an increasingly popular way to help learners acquire knowledge. However, these resources contain massive amounts of information, making it difficult for learners to identify Web articles that refer to computer science knowledge. This study developed an Internet articles retrieval agent combined with dynamic associative concept maps (DACMs). The system used text mining technology to analyze keywords to filter computer science articles. In previous research, concept maps were manually constructed; in this study, such maps can be automatically and dynamically generated in real time. In a case study of a fundamental course of artificial intelligence, this study designed two experiments to compare students' learning behaviors while using this system and the Google search engine. The results of the first experiment showed that the experimental group searched for more knowledge articles on computer science using this agent, compared to the control group using the Google search engine. The learning performance of the experimental group was significantly better than that of the control group, while the cognitive load of the experimental group was significantly lower than that of the control group. Furthermore, the results of the second experiment showed that the learning progress of students using the agent was significantly greater than that of students who used the Google search engine. This illustrates that the agent effectively filtered computer science articles, and DACMs helped students gain a deeper understanding of academic concepts and knowledge related to artificial intelligence.

Learning with technology is increasingly understood to be a social process involving unique and telling discourses. An emerging research agenda has resulted, investigating the links between 'talk' and student technological practices but is yet to include home-education. Preliminary evidence exists of a relationship between particular types of 'talk' and success with particular online activities, namely online search. This may prove especially pertinent to home-educators who report that their most prolific online activities are those reliant upon search engines like Google. This paper presents select findings from a study into online search and the associated discursive practices among early primary students and their parent-educators in Australia. Data from observations, tests and interviews with five home-educating families were analysed recursively using a system guided by Fairclough's Critical Discourse Analysis. Specifically, this paper seeks to investigate: which discursive practices are privileged in these sites during online search; the extent to which these practices contribute to relations of power and the extent to which these practices are found alongside effective online search. Findings revealed a prevalence of inequitable discursive practices, those that either inhibited the equal conversational power of speakers or which naturalised inequitable power relations more generally. These discursive practices were found alongside ineffective online searches. Notwithstanding, participants continued to speak positively about search engines and their educational power. This rhetoric-reality gap is theorized in the paper as the work of dominant ideologies surrounding technology in education. Findings can assist the growing number of home-educators and their students to use online search more effectively. Insights regarding links between discursive practice and search practice may also help ensure that discourse helps to maximise the educational benefits associated with online search.

The purpose of the present study is to delve into the process of personal management of digital information among Spanish university students in their final year and to analyze whether there are similarities or differences regarding students' gender. A non-experimental methodological design has been implemented of an exploratory type and based on a questionnaire as a single data collection instrument. The instrument was validated by means of experts' judgement, cognitive interview, and construct validity. A total of 2,054 students' surveys were collected, sourced from all areas of knowledge, in 75 public and private universities. These surveys made it possible to obtain information about the information search, selection, organization, processing, and creation processes. The results revealed that university students have a positive self-concept about their own competence for personal management of information. However, they fail to take advantage of all the possibilities that the digital world offers them. Women search the Internet for more diverse resources than men. They have better judgment when it comes to selecting and processing the information they need. Male students rely more often than female ones on digital mediums when organizing and creating information and choose to publish the information in less complex and more popular formats than their female counterparts. The conclusions of the present study match those of the majority of reviewed studies, namely regarding the organization of information, contextual and social factors which influence the management of information, such as third-party support, and also in relation to the increasing implementation of digital technologies in information management processes.

The purpose of this study is to increase awareness among physical education teachers by analyzing the trends in reaching exercise programs on the Google platform during the coronavirus disease (COVID-19) pandemic. The exercise trends sought on the Google Trends platform between March 2020 and March 2021, when the pandemic was most intense, were examined. During this phase of the COVID-19 pandemic, it was observed that the most searched type of exercise on Google was strength training and fitness exercise. The previous exercise habits of individuals, the decisions taken by countries during the pandemic, and the technological methods applied may have been effective in searching for physical activities via Google. This study might contributes to physical education teachers in institutions that provide education for children and youths, to create the content of online or face-to-face exercise programs.

In French-speaking Belgium, one of the new tasks of the teacher will be to develop the informational skills of learners. Therefore, the main purpose of this research is to identify the variables that affect the performance of online information retrieval so that teachers can plan appropriate teaching activities. The statistical Classification and Regression Tree (CART) technique was used to characterize the activity of 260 students aged 8 to 13 according to their results in three search tasks. The results show that certain navigational strategies, as well as the different individual characteristics of the participants in our study, can be considered as key factors that modulate performance. The different findings from our analyses allow us to put forward concrete avenues for the mastery of this skill in an educational context.

This study considers whether participation in several out-of-class high school experiences increased the odds that a student would aspire to earn a bachelor's degree, whether these relationships were moderated by the student's race/ethnicity or socioeconomic status, and whether these experiences, considered together, had a cumulative influence on educational aspirations. Results suggest that participation in several experiences, including science-related school programs, extracurricular activities, taking a college class, searching the Internet or reading college guides, and talking to a school counselor about going to college, increased the odds that a student will aspire to earn a bachelor's degree. Findings also suggest a positive, linear relationship as a student increases their participation in these experiences, where participation in four or more of the high school experiences examined significantly increases students' college aspirations.

In an effort to explore digital literacy in practice, this paper investigates how students evaluate digital video for use in assignment work. Students sourced content for a written assignment from a selection of videos housed on an online repository and reflected on their choices. The study examines the key areas influencing the use and evaluation of digital video for assignments such as digital literacy, the learning value of video, and strategies for integrating video. This paper examines students' experiences using video for assignment work and pays particular attention to their evaluation of video content and their reasons for selecting videos. Findings show that students select video based on its relevance to their existing knowledge, ability to develop their arguments, and on the source and quality of content. Students display key elements of digital literacy when provided with an authentic task, and the appropriate strategies and content to accomplish this. The work also presents a series of recommendations and considerations for future work in the area.

The internet constitutes an important platform for parents to find information. How online information searching is linked to parental self-efficacy (PSE)--defined as parents' perceptions about their abilities to have a positive impact on their children--is still unknown. This two-wave study examined cross-lagged associations between PSE and parents' online information searching, as well as the prospective effect of perceived information overload on PSE and online information searching. Moreover, we examined whether these associations differed depending on the online context (governmental-run or nongovernmental-run websites). We used a sample of 214 parents of children (equal number of boys and girls) <4 years (85% of the parents were mothers and 93% were born in Sweden), who completed an online survey twice, 1 year apart. The results showed that parents who felt more efficacious at T1 reported a decrease in online information searching over time. The frequency of parents online searching, however, did not predict changes in PSE. In addition, the effects of information overload depended on the type of websites parents used. Among parents who used both types of websites to search for information, higher information overload was linked with increases in information searching and decreases in PSE over time. The results suggest that perceptions of low self-efficacy and feelings of overload might motivate parents to use the internet more to search for information.

In the face of surging online education around the globe, it seems quite necessary and helpful for learners and teachers to have the plethora of online resources well sorted out beforehand. To some extent, the efficiency and accuracy of resource search and retrieval may determine the quality and influence of online education. In this research, based on the methodological framework of design science, the support vector machine (SVM) algorithm is chosen to optimise the design of an accurate resource classifier. The aim is to improve the unsatisfactory classification effect of traditional classification methods for online education resources, so that online learners can enjoy more accurate and convenient access to education resources they are seeking out of many more. For the purpose of performance evaluation, the proposed SVM-based classifier was compared with two other classification methods based on multiple neutral networks and deep learning respectively. Upon collection and pre-processing of online materials, the features of educational resources were extracted and output in the form of feature vectors. By calculating the similarity between the extracted feature vectors and the standard vectors of the set type, we obtained the classification results of online education resources for each of the three classifiers. It was found that, compared with those of the two traditional classification methods, the precision ratio and the recall ratio of the proposed classifier improved by 3.26% and 2.01% respectively. In the meantime, the proposed SVM-based classifier seems to more advantageous in performance balance with better F measurement.

A study of online search, especially search performance, is vital because people heavily rely on the Internet nowadays. The purposes of this study are thus to examine the gratification needs affecting Internet users' intention to search information online, to explore the antecedents of online search performance, and to investigate online information-seeking behavior according to each search purpose. A survey of Internet users in Thailand is carried out. Data are collected extensively both from students and workers. Four hundred fifty-three questionnaires are collected online. Individuals use the Internet to search for information differently, for academic/ working achievement, problem-solving, and personal information needs. The main gratifications are information seeking and Internet ambiance. Internet search intention is a strong determinant of a user's online search performance and corresponding behavior. The theoretical implication is that researchers could apply the research framework to other contexts such as the specific information search. Information source providers could use the findings to modify online resources and their presentations for users effectively. Teachers/ managers could guide their students/ workers to search effectively. This study combines the U&G and the TPB theories. The novel aspects of gratifications i.e., antitraditional media sentiment and Internet ambiance are also explored.

Although there are questions about the validity, reliability and accuracy of the information on the internet, Internet is an important tool to enrich students' learning habits and experiences. It is emphasized that individuals should have advanced strategies for searching online information. These strategies have critical importance especially in the field of open and distance learning. This study aims to determine the online information searching strategies of open and distance learners. "Online Information Searching Inventory" developed by Tsai (2009) was used for data collection. The population consists of 925.058 students enrolled in Anadolu University Open Education System in the 2017-2018 academic year. The research sample consists of 3.357 students who voluntarily responded questionnaire. Determining whether these strategies differ according to gender, age and enrollment type constitute the sub-objectives of the study. When examining these strategies according to gender variable, t-test was used; then One-way ANOVA analysis was used for age and enrollment type variables. Finally, it is seen that there are significant differences between online information searching strategies and age, gender, enrollment type. The age and enrollment type are taken in the consideration within the scope of experience and it is seen that the experience is more decisive than the gender for open and distance learners.

Creating information literate students and future employees is an expected outcome of a tertiary education. This paper shares insights from a successful collaboration between an academic and three university librarians to create an online learning module designed to develop students' professional information literacy capability: identifying business information types, searching online databases, and evaluating quality using a new indigenous-informed evaluation approach. Student learning was measured using reflective tasks and assessments. The paper challenges teachers and librarians to consider ways they can collaborate to explicitly embed information literacy (IL) skills development into large disciplinary courses, particularly during the transition into tertiary learning, to enhance lifelong learning capability and meet future workplace IL demands.

This article discusses how following graduation, students often enter the job market unprepared to find, evaluate, and use information in the digital environment effectively. Essentially, there is a disparity between the skills students attain in college coursework, including information literacy (IL) skills, and those required in the workplace, which impacts graduates' success as new members of the labour market. The article highlights how collaboration between a librarian and an instructor of a career centered course influenced instructional design for IL instruction in their courses. Librarians and instructors will benefit from practical examples from Guttman Community College's innovative IL Program and the professional courses, get creative ideas for instructional design, and learn new and exciting ways to deliver IL instruction.

Lifelong learning (LLL) has gained an important place in the agendas of national and international organizations and the education policies of countries with globalization and digitalization in education. Even though there is a large body of research regarding lifelong learning tendency, web pedagogical content knowledge, attitude towards web-based instruction, and usage of information searching-commitment strategies in the web environment of teachers and prospective teachers, there is not a study on the correlation between them and their effect on lifelong learning tendency. This study aims to analyze the effect of web pedagogical content knowledge, attitude towards web-based instruction, and usage of information searching-commitment strategies in a web environment on lifelong learning tendency and their explaining ratio. For this aim, eight hypotheses were developed and four scales were used to collect data: Web pedagogical content knowledge, attitude towards web-based instruction, usage of information searching-commitment strategies in a web environment, and lifelong learning tendency. 346 prospective teachers participated in the research. A relational descriptive model was used and exploratory factor analyses of scales were done via SPSS 24.0 software. For the confirmatory factor analyses of scales and the structural equation modeling, AMOS 24.0 software was put to use. The most remarkable finding is that web pedagogical content knowledge, attitude towards web-based instruction, and usage of information searching-commitment strategies in a web environment are important predictors of prospective teachers' lifelong learning tendencies.

This study aims to examine the knowledge-seeking competencies of prospective philosophy teachers who have received pedagogical training in an online environment according to their "reflective thoughts" and "Inventory of Online Information Search Strategies". The methodology of the study was the single-group pretest-posttest pattern, which is one of the weak experimental designs. The data were obtained from 49 prospective teachers. The results of the study indicated that the online training program created significant differences in all other sub-factors, except reflective thinking habit and understanding sub-factors, and overall total score according to both reflective thinking and online information search strategies. Prospective teachers have entered the process of deep thinking about teaching, evaluating their own experiences and making sense of them; that is, the process of deep thinking caused the change in conceptual perspectives. They gained the skill of evaluating themselves from a different perspective. Prospective teachers have also mentioned that they know the strategies for searching information on the Internet, they can use the evaluation and problem-solving strategies, they can select and compare the information available on the Internet, they can select and compare programs, they can interpret the information and programs that they find, and develop new ways according to their results, shows that they can transform them according to their fields.

This study assesses vocabulary size of university students in an EFL context and unfolds the vocabulary development processes of successful learners through learners' reflective accounts. The study used a mixed methodology to collect and analyze the data. The quantitative data were collected from 93 university students who major in English Language Teaching (ELT) through vocabulary size test and the qualitative data through interviews with 11 participants who received the highest point from the vocabulary size test. The result of the study indicated that the vocabulary size of university students ranges from mid-frequency (6,000) to low-frequency (14,000) word families and the increase in vocabulary size is not linear from first to last year. It appears that individual learner's extramural English exposure from childhood to university plays a crucial role in the increase in vocabulary size rather than formal schooling. Technology use in the form of playing computer games, using online sites, and watching TV series and movies facilitate the acquisition and retention of new vocabulary for these successful learners.

The development of technology has transformed the lifestyle of the people at the global level. With technological development, the social networking sites and apps have also developed a lot. That has brought a significant transformation in the methods of communication. Various studies have been conducted to identify their impacts on the reading habits of the individuals/ students. The study aimed to explore the application of the technology and social networking sites by the students of Pakistan. This study adopted a mixed-methods research approach. The data was collected from the first-year undergraduate students of Mehran University of Engineering and Technology, Jamshoro, Sindh Pakistan. For the quantitative analysis, the descriptive statistics were applied including 366 students (male and female), 281 were male students and 85 female students. The qualitative data was conducted with 20 students and the responses were examined through content analysis. The findings revealed that the majority of students had prior access to smartphones than desktops, laptops and tablets. However, some students had no internet experience. For academic reading, most of the students preferred electronic books and there was no preference of formats for leisure reading. Most of the students use Social Networking sites for fun. Additionally, the findings also suggested the problems faced by the students related to searching online reading.

The new era of the 4IR requires changes in teachers' initial education and in their professional advancement. Serbia is a developing country whose institutions of education are technologically underdeveloped and whose expansion in the field of digitalization is still insufficient to be on par with the developed western countries. The authors' research goal was to determine whether potential improvement in teachers' digital competences has occurred. The general hypothesis postulated implied a low level of the use of digital tools in schools on the territory of Serbia. The descriptive method and scaling technique were used. The research results show that science and technology teachers apply digital tools while teaching more frequently than the teachers of social sciences and humanities. The research implies that a strategic approach to Serbian teachers' digital education is necessary even during their undergraduate studies by introducing digital technology courses and subjects in the conventional academic curricula.

The purpose of this study is to determine pre-service science teachers' (PSTs') argument qualities in the process of discussing some SSIs on Twitter. In this respect, firstly, sources that PSTs use to reach information and ranking of these sources as they access information were taken. The study is designed as a case study and the participants were 13 PSTs (11 females, 2 males). Data were collected through arguments written on Twitter and after classroom discussions, and field notes taken by the researchers. The findings showed that PSTs use Internet, books and social media tools as they try to reach information and spend at least 1 to 5 hours in social media during the day. The findings also showed that online discussions on Twitter developed their argumentation qualities. This may indicate that as PSTs become familiar with writing arguments and realize that they need to consider the elements of arguments, they produce better arguments. It is therefore recommended to the researchers and teachers to provide students with environments where they can be active and conduct informal discussions about SSIs. Social media tools (Facebook, Instagram, YouTube, etc.), at this point, may provide with a useful option.

The EdHub Library is an online teacher professional development platform that serves 250 school districts as part of the Network for Educator Effectiveness in Missouri. It has a collection of more than 300 online activities. This design case describes the efforts of re-developing EdHub due to technical and usability issues of the first generation of the content management platform. The second generation of EdHub was the product of two prototypes and two user testing sessions between January 2018-April 2018. A literature review of information-seeking habits of K-12 teachers and web design and usability standards guided the development of the second generation of EdHub to support teachers' browsing and searching behaviors. Five design decisions support the second generation of EdHub in terms of (1) priority of visual elements, (2) ease of navigation, (3) content alignment with Missouri teacher standards, (4) organization of results in the search engine, and (5) unifying learning objectives, activities, reflection, and external resources.

Metacognitive judgment of one's online search process (calibration) is an important element of searching efficiency. This study investigated Chinese university students' calibration during online information search. Fourteen students s were asked to search answers for three assigned tasks. Immediately after the search, all participants attended individual interviews about their search behavior. Based on eye-tracking data of the actual search process, three profiles of searchers were identified: surface explorers, deep explorers, and smooth searchers. Eye-tracking and retrospective interview data were analyzed to examine the participants' level of calibration. Results showed that the participants were not able to calibrate well on their searching process, with a mean score of 3.64 out of 10.0 (SD = 1.91), suggesting a mediocre level of calibration capacity. A moderate level of positive relationship (r = 0.42, p > 0.05) was also found between calibration scores and search performance scores, implying a general pattern wherein the high calibration group tended to perform better than the low calibration group. The findings called for integrating metacognitive judgment as a component of improving computer information literacy which, accordingly, could be used to enhance students' ability to think critically about seeking and evaluating information.

Systematic reviews are vital instruments for researchers to understand broad trends in a field and synthesize evidence on the effectiveness of interventions in addressing specific issues. The quality of a systematic review depends critically on having comprehensively surveyed all relevant literature on the review topic. In addition to database searching, handsearching is an important supplementary technique that helps increase the likelihood of identifying all relevant studies in a literature search. Traditional handsearching requires reviewers to manually browse through a curated list of field-specific journals and conference proceedings to find articles relevant to the review topic. This manual process is not only time-consuming, laborious, costly, and error-prone due to human fatigue, but it also lacks replicability due to its cumbersome manual nature. To address these issues, this paper presents a free and open-source Python package and an accompanying web-app, "Paperfetcher," to automate the retrieval of article metadata for handsearching. With "Paperfetcher's" assistance, researchers can retrieve article metadata from designated journals within a specified time frame in just a few clicks. In addition to handsearching, it also incorporates a beta version of citation searching in both forward and backward directions. "Paperfetcher" has an easy-to-use interface, which allows researchers to download the metadata of retrieved studies as a list of DOIs or as an RIS file to facilitate seamless import into systematic review screening software. To the best of our knowledge, "Paperfetcher" is the first tool to automate handsearching with high usability and a multi-disciplinary focus.

Few studies have examined the effects of using mediation tools (e.g., collaborative dialogs and online searches) on graduate students' academic writing in a computer-mediated collaborative writing environment. This study investigated what types of co-constructed writing knowledge the graduate students generated from using the mediation tools to solve writing problems, and to what extent the co-constructed writing knowledge facilitated each student's academic writing. Thirty-six Taiwanese graduate students, who studied English as a foreign language (EFL), volunteered to participate in an online collaborative writing program featuring developing argumentative essays. Data collected in this study include the students' collaborative dialogs, online search logs, open-ended questionnaires, and the students' collaborative and individual writing texts. The results show that the students using the mediation tools could generate two types of co-constructed writing knowledge in terms of language forms and skills of expressions, and they outperformed those who did not, in aspects of holistic performance, communicative quality, text organization, argumentation, linguistic accuracy, and linguistic appropriateness. It is concluded that students may co-construct writing knowledge to solve writing problems and improve both collaborative and individual writing through effective use of the mediation tools available in an online collaborative writing environment.

The Systematic Review Toolbox aims provide a web-based catalogue of tools that support various tasks within the systematic review and wider evidence synthesis process. Identifying publications surrounding specific systematic review tools is currently challenging, leading to a high screening burden for few eligible records. We aimed to develop a search strategy that could be regularly and automatically run to identify eligible records for the SR Toolbox, thus reducing time on task and burden for those involved. We undertook a mapping exercise to identify the PubMed IDs of papers indexed within the SR Toolbox. We then used the Yale MeSH Analyser and Visualisation of Similarities (VOS) Viewer text-mining software to identify the most commonly used MeSH terms and text words within the eligible records. These MeSH terms and text words were combined using Boolean Operators into a search strategy for Ovid MEDLINE. Prior to the mapping exercise and search strategy development, 81 software tools and 55 'Other' tools were included within the SR Toolbox. Since implementation of the search strategy, 146 tools have been added. There has been an increase in tools added to the toolbox since the search was developed and its corresponding auto-alert in MEDLINE was originally set up. Developing a search strategy based on a mapping exercise is an effective way of identifying new tools to support the systematic review process. Further research could be conducted to help prioritise records for screening to reduce reviewer burden further and to adapt the strategy for disciplines beyond healthcare.

When responding to queries for information, people control the grain size (precision-coarseness) of the information they communicate based on competing goals of accuracy and informativeness (Goldsmith & Koriat, "Behavioral and Brain Sciences," 1999, 19, 167). Two experiments examined whether the act of searching for answers using the internet influences the granularity of the information people later choose to report. Participants who searched the internet for answers to general information questions later provided more precise (granular) estimates to questions in the absence of the internet when compared to participants who initially answered questions from memory and participants who initially were not asked any questions. These results indicate that searching the internet influences metacognitive processes underlying decisions about the granularity of the information we choose to communicate. The internet may "raise the bar" with respect to the informativeness of the information we feel obliged to offer.