Information Problem Solving Instruction: Comparison
View Latest Version
Please note this is a comparison between Version 1 by Manoli Pifarré and Version 7 by Vicky Zhou.

IThe objective of the study is to find out how long-term embedded whole-task instruction can help students to develop more efficient information problem solving (IPS) is a complex cognitive process considered as an important 21st century skill in combination with critical thinking [15]skills that could lead to a better use of internet information for learning and solving digital tasks more effectively. To this end, we designed, implemented and evaluated a three-year instruction to promote students’ development of key IPS skills in real-life classroom settings. This research involved sixty-one secondary education students. Forty-two of them received the IPS instruction and their results were analysed longitudinally and subsequently compared to a control group which received the regular courses. The results showed that students who received the IPS instruction improved their performance significantly in tasks in which the use of IPS skills was needed and these students organised and presented the information found on the Internet critically and giving personal arguments. The findings also revealed that during the three-year project the scores of IPS task-performance were statistically higher in the instructed students than those obtained in control group students. Our study then provides an insight into how secondary students develop IPS skills throughout a long-term instructional support and shows a series of educational implications.

  • Information problem solving
  • Internet
  • long-term instruction
  • embedded instruction
  • whole-task approach
  • supporting tools
  • secondary education, longitudinal study
Please wait, diff process is still running!

References

  1. Brand-Gruwel, S.; Wopereis, I.; Vermetten, Y. Information problem solving by experts and novices: Analysis of a complex cognitive skill. Comput. Hum. Behav. 2005, 21, 487–508.Brand-Gruwel, S.; Wopereis, I.; Vermetten, Y. Information problem solving by experts and novices: analysis of a complex cognitive skill. Comput. Hum. Behav. 2005, 21, 487–508.
  2. Brand-Gruwel, S.; Wopereis, I.; Walraven, A. A descriptive model of information problem solving while using internet. Comput. Educ. 2009, 53, 1207–1217.Brand-Gruwel S.; Wopereis, I.; Walraven, A. A descriptive model of information problem solving while using internet. Comput. Educ. 2009, 53, 1207–1217.
  3. Frerejean, J.; van Strien, J.L.H.; Kirschner, P.A.; Brand-Gruwel, S. Completion strategy or emphasis manipulation? Task support for teaching information problem solving. Comput. Hum. Behav. 2016, 62, 90–104.Frerejean, J.; Van Strien, J.L.H.; Kirschner, P.A.; Brand-Gruwel, S. Completion strategy or emphasis manipulation? Task support for teaching information problem solving. Comput. Hum. Behav 2016, 62, 90–104.
  4. Kirschner, P.A.; van Merriënboer, J.J. Do learners really know best? Urban legends in education. Educ. Psychol. 2013, 48, 169–183.Kirschner, P. A.; van Merriënboer, J. J. Do learners really know best? Urban legends in education. Educ. Psychol. 2013, 48, 169-183.
  5. Van Deursen, A.J.A.M.; van Diepen, S. Information and strategic Internet skills of secondary students: A performance test. Comput. Educ. 2013, 96, 218–226.van Deursen, A.J.A.M.; Van Diepen, S. Information and strategic Internet skills of secondary students: A performance test. Comput. Educ. 2013, 96, 218-226.
  6. Rosman, T.; Mayer, A.-K.; Krampen, G. A longitudinal study on information-seeking knowledge in psychology undergraduates: Exploring the role of information literacy instruction and working memory capacity. Comput. Educ. 2016, 96, 94–108.Rosman, T.; Mayer, A.-K.; Krampen, G. A longitudinal study on information-seeking knowledge in psychology undergraduates: exploring the role of information literacy instruction and working memory capacity. Comput. Educ. 2016, 96, 94–108.
  7. Spisak, J. Secondary Student Information Literacy Self-efficacy vs. Performance. Ph.D. Dissertation, University Richmond, Richmond, VA, USA, November 2018.Spisak, J. Secondary Student Information Literacy Self-efficacy vs. Performance. PhD dissertation, University Richmond, Virginia, November 2018.
  8. Hinostroza, J.E.; Ibieta, A.; Labbé, C.; Soto, M.T. Browsing the internet to solve information problems: A study of students’ search actions and behaviours using a ‘think aloud’protocol. Int. J. Inf. Educ. Technol. 2018, 23, 1933–1953.Hinostroza, J.E.; Ibieta, A.; Labbé, C.; Soto, M.T. Browsing the internet to solve information problems: A study of students’ search actions and behaviours using a ‘think aloud’protocol. Int. J. Inf. Educ. Technol. 2018, 23, 1933-1953.
  9. Dinet, J.; Chevalier, A.; Tricot, A. Information search activity: An overview. Eur. Rev. Soc. Psychol. 2012, 62, 49–62.Dinet, J.; Chevalier, A.; Tricot, A. Information search activity: An overview. Eur. Rev. Soc. Psychol. 2012, 62, 49-62.
  10. Frerejean, J.; Velthorst, G.J.; van Strien, J.L.; Kirschner, P.A.; Brand-Gruwel, S. Embedded instruction to learn information problem solving: Effects of a whole task approach. Comput. Hum. Behav. 2019, 90, 117–130.Frerejean, J.; Velthorst, G.J.; van Strien, J.L.; Kirschner, P.A.; Brand-Gruwel, S. Embedded instruction to learn information problem solving: Effects of a whole task approach. Comput. Hum. Behav. 2019, 90, 117-130.
  11. Mason, L.; Junyent, A.A.; Tornatora, M.C. Epistemic evaluation and comprehension of web-source information on controversial science-related topics: Effects of a short-term instructional intervention. Comput. Educ. 2014, 76, 143–157.Mason, L.; Junyent, A.A.; Tornatora, M.C. Epistemic evaluation and comprehension of web-source information on controversial science-related topics: Effects of a short-term instructional intervention. Comput. Educ. 2014, 76, 143-157.
  12. Raes, A.; Schellens, T.; De Wever, B.; Vanderhoven, E. Scaffolding information problem solving in web-based collaborative inquiry learning. Comput. Educ. 2012, 59, 82–94.Raes, A.; Schellens, T.; De Wever, B.; Vanderhoven, E. Scaffolding information problem solving in web-based collaborative inquiry learning. Comput. Educ. 2012, 59, 82-94.
  13. Wopereis, I.; Brand-Gruwel, S.; Vermetten, Y. The effect of embedded instruction on solving information problems. Comput. Hum. Behav. 2008, 24, 738–752.
  14. Donnelly, A.; Leva, M.C.; Tobail, A.; Valantasis Kanellos, N. A Generic Integrated and Interactive Framework (GIIF) for Developing Information Literacy Skills in Higher Education. PG Diploma in Practitioner Research Projects, DIT. 2018. Available online: https://api.semanticscholar.org/CorpusID:69560549 (accessed on 8 August 2020).van Merrienböer, J.J.G.; Kirschner, P.A. Ten steps to complex learning: A systematic approach to four-component instructional design, 3rd ed.; Routledge: New York, 2008.
  15. Walraven, A.; Brand-Gruwel, S.; Boshuizen, H.P. Information-problem solving: A review of problems students encounter and instructional solutions. Comput. Hum. Behav. 2008, 24, 623–648.Donnelly, A.; Leva, M.C.; Tobail, A.; Valantasis Kanellos, N. A Generic Integrated and Interactive Framework (GIIF) for Developing Information Literacy Skills in Higher Education. PG Diploma in Practitioner Research Projects, DIT, 2018. Available online: https://api.semanticscholar.org/CorpusID:69560549 (accessed on 8 August 2020).
  16. Winne, P. Enhancing self-regulated learning and information problem solving with ambient big data. In Contemporary Technologies in Education: Maximizing Student Engagement, Motivation, and Learning; Adesope, O.O., Rud, A.G., Eds.; Palgrave Macmillan: New York, NY, USA, 2019; pp. 145–162.Walraven, A.; Brand-Gruwel, S.; Boshuizen, H.P. Information-problem solving: A review of problems students encounter and instructional solutions. Comput. Hum. Behav. 2008, 24, 623-648.
  17. Brand-Gruwel, S.; Kammerer, Y.; van Meeuwen, L.; van Gog, T. Source evaluation of domain experts and novices during Web search. J. Comput. Assist. Learn. 2017, 33, 234–251.Winne, P. Enhancing self-regulated learning and information problem solving with ambient big data. In Contemporary technologies in education: Maximizing student engagement, motivation, and learning; Adesope, O.O., Rud, A.G., Eds.; Palgrave Macmillan: New York, 2019; pp. 145-162.
  18. Frerejean, J.; van Strien, J.L.; Kirschner, P.A.; Brand-Gruwel, S. Effects of a modelling example for teaching information problem solving skills. J. Comput. Assist. Learn. 2018, 34, 688–700.Wallace, M.R.; Kupperman, J.; Krajcik, J.; Soloway, E. Science on the Web: Students online in a sixth-grade classroom. J. Learn. Sci. 2000, 9, 75-104.
  19. Van Merrienböer, J.J.G.; Kirschner, P.A. Ten Steps to Complex Learning: A Systematic Approach to Four-Component Instructional Design, 3rd ed.; Routledge: New York, NY, USA, 2008.Argelagós, E.; Pifarré, M. Unravelling Secondary Students' Challenges in Digital Literacy: A Gender Perspective. J. Educ. Train. Stud. 2017, 5, 42-55.
  20. Gerjets, P.; Kammerer, Y.; Werner, B. Measuring spontaneous and instructed evaluation processes during Web search: Integrating concurrent thinking-aloud protocols and eye-tracking data. Learn. Instr. 2011, 21, 220–231.Ladbrook, J.; Probert, E. Information skills and critical literacy: Where are our digikids at with online searching and are their teachers helping?. Australas. J. Educ. Technol. 2011, 27, 105-121.
  21. Walraven, A.; Brand-Gruwel, S.; Boshuizen, H.P. Fostering students’ evaluation behaviour while searching the internet. Instr. Sci. 2013, 41, 125–146.van Deursen, A.J.A.M.; Görzig, A.; van Delzen, M.; Perik, H.T.M.; Stegeman, A.G. Primary school children’s internet skills: A report on performance tests of operational, formal, information, and strategic internet skills. Int. J. Commun. Syst. 2014, 8, 1343-1365.
  22. Badia, A.; Becerril, L. Collaborative solving of information problems and group learning outcomes in secondary education. Int. J. Educ. Dev. 2015, 38, 67–101.Argelagós, E.; Pifarré, M. Key Information-Problem Solving Skills to Learn in Secondary Education: A Qualitative, Multi-Case Study. Int. J. Educ. Learn. 2016, 5, 1-14.
  23. Walhout, J.; Brand-Gruwel, S.; Jarodzka, H.; van Dijk, M.; de Groot, R.; Kirschner, P.A. Learning and navigating in hypertext: Navigational support by hierarchical menu or tag cloud? Comput. Hum. Behav. 2015, 46, 218–227.Gerjets, P.; Kammerer, Y.; Werner, B. Measuring spontaneous and instructed evaluation processes during Web search: Integrating concurrent thinking-aloud protocols and eye-tracking data. Learn. Instr. 2011, 21, 220-231.
  24. Wedderhoff, O.; Chasiotis, A.; Mayer, A.K. Information Preferences when Facing a Health Threat-The Role of Subjective Versus Objective Health Information Literacy. In Proceedings of the Sixth European Conference on Information Literacy (ECIL), Oulu, Finland, 24–27 September 2018.Walraven, A.; Brand-Gruwel, S.; Boshuizen, H.P. How students evaluate information and sources when searching the World Wide Web for information. Comput. Educ. 2009, 52, 234-246.
  25. Stadtler, M.; Bromme, R. Effects of the metacognitive computer-tool met. a. ware on the web search of laypersons. Comput. Hum. Behav. 2008, 24, 716–737.Brand‐Gruwel, S.; Kammerer, Y.; Van Meeuwen, L.; & Van Gog, T. Source evaluation of domain experts and novices during Web search. J. Comput. Assist. Learn. 2017, 33, 234-251.
  26. Farrell, R.; Badke, W. Situating information literacy in the disciplines: A practical and systematic approach for academic librarians. Ref. Serv. Rev. 2015, 43, 319–340.Brante, E.W.; Strømsø, H.I. Sourcing in text comprehension: A review of interventions targeting sourcing skills. Educ. Psychol. Rev. 2018, 30, 773-799.
  27. Tricot, A.; Sweller, J. Domain-specific knowledge and why teaching generic skills does not work. Educ. Psychol. Rev. 2014, 26, 265–283.Barzilai, S.; Zohar, A.R.; Mor-Hagani, S. Promoting integration of multiple texts: A review of instructional approaches and practices. Educ. Psychol. Rev. 2018, 30, 973-999.
  28. Spink, A.; Danby, S.; Mallan, K.; Butler, C. Exploring young children’s web searching and technoliteracy. J. Doc. 2010, 66, 191–206.Kroustallaki, D.; Kokkinaki, T.; Sideridis, G.D.; Simos, P.G. Exploring students’ affect and achievement goals in the context of an intervention to improve web searching skills. Comput. Hum. Behav. 2015, 49, 156-170.
  29. Wang, C.H.; Ke, Y.T.; Wu, J.T.; Hsu, W.H. Collaborative action research on technology integration for science learning. J. Sci. Educ. Tech. 2012, 21, 125–132.Probert, E. Information literacy skills: Teacher understandings and practice. Comput. Educ. 2009, 53, 24-33.
  30. Argelagós, E.; Pifarré, M. Improving information problem solving skills in secondary education through embedded instruction. Comput. Hum. Behav. 2012, 28, 515–526.Frerejean, J.; van Strien, J.L.; Kirschner, P.A.; Brand‐Gruwel, S. Effects of a modelling example for teaching information problem solving skills. J. Comput. Assist. Learn. 2018, 34, 688-700.
  31. Squibb, S.D.; Mikkelsen, S. Assessing the value of course-embedded information literacy on student learning and achievement. Coll. Res. Libr. 2016, 77, 164–183.Walraven, A.; Brand-Gruwel, S.; Boshuizen, H.P. Fostering students’ evaluation behaviour while searching the internet. Instr. Sci. 2013, 41, 125-146.
  32. Frerejean, J.; van Merriënboer, J.J.; Kirschner, P.A.; Roex, A.; Aertgeerts, B.; Marcellis, M. Designing instruction for complex learning: 4C/ID in higher education. Eur. J. Educ. 2019, 54, 513–524.Badia, A.; Becerril, L. Collaborative solving of information problems and group learning outcomes in secondary education. Int. J. Educ. Dev. 2015, 38, 67-101.
  33. Koni, I. The perception of issues related to instructional planning among novice and experienced teachers. Ph.D. Dissertation, University of Tartu, Tartu, Estonia, 2017.Walhout, J.; Brand-Gruwel, S.; Jarodzka, H.; van Dijk, M.; de Groot, R.; Kirschner, P.A. Learning and navigating in hypertext: Navigational support by hierarchical menu or tag cloud? Comput. Hum. Behav. 2015, 46, 218-227.
  34. Rohrer, D. Student instruction should be distributed over long time periods. Educ. Psychol. Rev. 2015, 27, 635–643.Wedderhoff, O.; Chasiotis, A.; Mayer, A.K. Information Preferences when Facing a Health Threat-The Role of Subjective Versus Objective Health Information Literacy. In The Sixth European Conference on Information Literacy (ECIL), Oulu, Finland, September 24th -27th 2018.
  35. Van Merrienboer, J.J.; Kester, L.; Paas, F. Teaching complex rather than simple tasks: Balancing intrinsic and germane load to enhance transfer of learning. Appl. Cogn. Psychol. 2006, 20, 343–352.Gagnière, L.; Betrancourt, M.; Détienne, F. When metacognitive prompts help information search in collaborative setting. Eur. Rev. Appl. Psychol. 2012, 62, 73-81.
  36. Argelagós, E.; Pifarré, M. Key Information-Problem Solving Skills to Learn in Secondary Education: A Qualitative, Multi-Case Study. Int. J. Educ. Learn. 2016, 5, 1–14.Nadolski, R.J.; Kirschner, P.A.; van Merriënboer, J.J. Process support in learning tasks for acquiring complex cognitive skills in the domain of law. Learn. Instr. 2006, 16, 266-278.
  37. Tran, T.; Ho, M.-T.; Pham, T.-H.; Nguyen, M.-H.; Nguyen, K.-L.P.; Vuong, T.-T.; Nguyen, T.-H.T.; Nguyen, T.-D.; Nguyen, T.-L.; Khuc, Q.; et al. How Digital Natives Learn and Thrive in the Digital Age: Evidence from an Emerging Economy. Sustainability 2020, 12, 3819.Stadtler, M.; Bromme, R. Effects of the metacognitive computer-tool met. a. ware on the web search of laypersons. Comput. Hum. Behav. 2008, 24, 716-737.
  38. Lazonder, A.W.; Rouet, J.F. Information problem solving instruction: Some cognitive and metacognitive issues. Comput. Hum. Behav. 2008, 24, 753–765.Suthers, D.D.; Hundhausen, C.D. An experimental study of the effects of representational guidance on collaborative learning processes. J. Learn. Sci. 2003, 12, 183-218.
  39. Salmerón, L.; Kammerer, Y.; García-Carrión, P. Searching the Web for conflicting topics: Page and user factors. Comput. Hum. Behav. 2014, 29, 2161–2171.Lazonder, A.W.; Rouet, J.F. Information problem solving instruction: Some cognitive and metacognitive issues. Comput. Hum. Behav. 2008, 24, 753-765.
  40. Crary, S. Secondary Teacher Perceptions and Openness to Change Regarding Instruction in Information Literacy Skills. Sch. Libr. Res. 2019, 22, 1–26.Salmerón, L.; García, A.; Vidal-Abarca, E. The development of adolescents’ comprehension-based Internet reading skills. Learn. Individ. Differ. 2018, 61, 31-39.
  41. Stubeck, C.J. Enabling Inquiry Learning in Fixed-Schedule Libraries: An Evidence-Based Approach. Knowl. Quest 2015, 43, 28–34.Alpert, S.R.; Grueneberg, K. Concept mapping with multimedia on the web. J. Educ. Multimedia Hypermedia 2000, 9, 313-330.
  42. Zentner, A.; Covit, R.; Guevarra, D. Exploring effective data visualization strategies in higher education. 2020. Available online: https://ssrn.com/abstract=3322856 (accessed on 8 August 2020).
  43. Hancock-Niemic, M.A.; Lin, L.: Atkinson, R.K.; Renkl, A.; Wittwer, J. Example-based learning: exploring the use of matrices and problem variability. Educ. Technol. Res. Dev. 2016, 64, 115-136.
  44. van Merriënboer, J.J.G. Training complex cognitive skills: A four‐component instructional design model for technical training. Educational Technology Publications: Englewood Cliffs, NJ, United States, 2008.
  45. Farrell, R.; Badke, W. Situating information literacy in the disciplines: A practical and systematic approach for academic librarians. Ref. Serv. Rev. 2015, 43, 319-340.
  46. Tricot, A., Sweller, J. Domain-specific knowledge and why teaching generic skills does not work. Educ. Psychol. Rev. 2014, 26, 265-283.
  47. Perin, D. Facilitating student learning through contextualization: A review of evidence. Community Coll. Rev. 2011, 39, 268–295.
  48. Spink, A.; Danby, S.; Mallan, K.; Butler, C. Exploring young children’s web searching and technoliteracy. J. Doc. 2010, 66, 191-206.
  49. Wang, C.H.; Ke, Y.T.; Wu, J.T.; Hsu, W.H. Collaborative action research on technology integration for science learning. J. Sci. Educ. Tech. 2012, 21, 125-132.
  50. Argelagós, E.; Pifarré, M. Improving information problem solving skills in secondary education through embedded instruction. Comput. Hum. Behav. 2012, 28, 515-526.
  51. Squibb, S.D.; Mikkelsen, S. Assessing the value of course-embedded information literacy on student learning and achievement. Coll. Res. Libr. 2016, 77, 164-183.
  52. Frerejean, J.; van Merriënboer, J.J.; Kirschner, P.A.; Roex, A.; Aertgeerts, B.; Marcellis, M. Designing instruction for complex learning: 4C/ID in higher education. Eur. J. Educ. 2019, 54, 513-524.
  53. Koni, I. The perception of issues related to instructional planning among novice and experienced teachers. Doctoral dissertation, Estonia, University of Tartu, 2017.
  54. Rohrer, D. Student instruction should be distributed over long time periods. Educ. Psychol. Rev. 2015, 27, 635-643.
  55. Rosman, T.; Mayer, A.K.; & Krampen, G. A longitudinal study on information-seeking knowledge in psychology undergraduates: Exploring the role of information literacy instruction and working memory capacity. Comput. Educ. 2016, 96, 94-108.
  56. van Merrienboer, J.J.; Kester, L.; Paas, F. Teaching complex rather than simple tasks: Balancing intrinsic and germane load to enhance transfer of learning. Appl. Cogn. Psychol. 2006, 20, 343-352.
  57. Tran, T.; Ho, M.-T.; Pham, T.-H.; Nguyen, M.-H.; Nguyen, K.-L.P.; Vuong, T.-T.; Nguyen, T.-H.T.; Nguyen, T.-D.; Nguyen, T.-L.; Khuc, Q.; et al. How Digital Natives Learn and Thrive in the Digital Age: Evidence from an Emerging Economy. Sustainability 2020, 12, 3819.
  58. Salmerón, L.; Kammerer, Y.; García-Carrión, P. Searching the Web for conflicting topics: Page and user factors. Comput. Hum. Behav. 2014, 29, 2161-2171.
  59. Crary, S. Secondary Teacher Perceptions and Openness to Change Regarding Instruction in Information Literacy Skills. Sch. Libr. Res. 2019, 22, 1-26.
  60. Stubeck, C.J. Enabling Inquiry Learning in Fixed-Schedule Libraries: An Evidence-Based Approach. Knowledge Quest 2015, 43, 28.34.
  61. Gerjets, P.; Hellenthal-Schorr, T. Competent information search in the World Wide Web: Development and evaluation of a web training for pupils. Comput. Hum. Behav. 2008, 24, 693-715.
  62. Brand-Gruwel, S.; Statdler, M. Solving information-based problems: Evaluating sources and information. Learn. Instruct. 2011, 21, 175-179
  63. Garcia, C.; Badia, A. Information problem‐solving skills in small virtual groups and learning outcomes. J. Comput. Assist. Learn. 2017, 33, 382-392.
  64. Hakkarainen, K. Emergence of progressive-inquiry culture in computer-supported collaborative learning. Learn. Environ. Res. 2003, 6, 199-220.
  65. Toma, J.D. Approaching rigor in applied qualitative research. In The Sage handbook for research in education: Engaging ideas and enriching inquiry, Conrad, C.F., Serlin, R.C., Eds.; Sage Publications, Inc., Thousand Oaks, California, United States, 2006; pp. 405-423.
  66. McCullagh, P.; Nelder, J.A. Generalized Linear Models. Chapman & Hall: London, United Kingdom, 1991.
  67. Hosmer, D.W.; Lemeshow, S. Applied logistic regression. John Wiley & Sons: New York, United States, 2000.
  68. Scardamalia, M.; Bereiter, C. Knowledge building and knowledge creation: theory, pedagogy, and technology. In The Cambridge handbook of the learning sciences, 2nd ed.; Sawyer, R.K., Ed.; Cambridge University Press: New York, United States, 2014; pp. 397-417.
  69. Hoffman, J.L.; Wu, H.K.; Krajcik, J.S.; Soloway, E. The nature of middle school learners' science content understandings with the use of on‐line resources. J. Res. Sci. Teach. 2003, 40, 323-346.
  70. Henkel, M.; Grafmüller, S.; Gros, D. Comparing information literacy levels of Canadian and German university students. In International Conference on Information. Springer: Cham, Switzerland, 2018; pp. 464-475.
  71. Hämäläinen, E.K.; Kiili, C.; Marttunen, M.; Räikkönen, E.; González-Ibáñez, R.; Leppänen, P. H. Promoting sixth graders’ credibility Evaluation of Web pages: An intervention study. Comput. Hum, Behav. 2020, 110, 106372.
  72. Jarodzka, H.; Balslev, T.; Holmqvist, K.; Nyström, M.; Scheiter, K.; Gerjets, P.; Eika, B. Conveying clinical reasoning based on visual observation via eye-movement modelling examples. Instr. Sci. 2012, 40, 813-827.
  73. Salmerón, L.; Delgado, P.; Mason, L. Using eye-movement modeling examples to improve critical reading of multiple webpages on a conflicting topic. J. Comput. Assist. Learn. 2020.
  74. Argelagós, E.; Brand-Gruwel, S.; Jarodzka, H.M.; Pifarré, M. Unpacking cognitive skills engaged in web-search: how can log files, eye movements, and cued-retrospective reports help? An in-depth qualitative case study. Int. J. Innov. Learn. 2018, 24, 152-175.
  75. Kammerer, Y.; Brand-Gruwel, S.; Jarodzka, H. The future of learning by searching the Web: mobile, social, and multimodal. Frontline Learn. Res. 2018, 6, 81-91.
More
© Text is available under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/)
Video Production Service
Feedback