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Learning and Instruction

April 2011 Volume 21, Number 2

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Table of Contents

Number of articles: 13

  1. Trust and mistrust when students read multiple information sources about climate change

    Ivar Bråten, Helge I. Strømsø & Ladislao Salmerón

    The present study investigated how undergraduates judged the trustworthiness of different information sources that they read about climate change. Results showed that participants ( More

    pp. 180-192

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  2. Dealing with conflicting or consistent medical information on the web: When expert information breeds laypersons' doubts about experts

    Dorothe Kienhues, Marc Stadtler & Rainer Bromme

    The present study investigated how dealing with conflicting versus consistent medical information on the Web impacts on topic-specific and medicine-related epistemic beliefs as well as aspects of... More

    pp. 193-204

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  3. The influence of surface and deep cues on primary and secondary school students' assessment of relevance in Web menus

    Jean-François Rouet, Christine Ros, Antonine Goumi, Mônica Macedo-Rouet & Jérôme Dinet

    Two experiments investigated primary and secondary school students' Web menu selection strategies using simulated Web search tasks. It was hypothesized that students' selections of websites depend ... More

    pp. 205-219

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  4. Measuring spontaneous and instructed evaluation processes during Web search: Integrating concurrent thinking-aloud protocols and eye-tracking data

    Peter Gerjets, Yvonne Kammerer & Benita Werner

    Web searching for complex information requires to appropriately evaluating diverse sources of information. Information science studies identified different criteria applied by searchers to evaluate... More

    pp. 220-231

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  5. Evaluating text-based information on the World Wide Web

    Iwan G.J.H. Wopereis & Jeroen J.G. van Merriënboer

    This special section contributes to an inclusive cognitive model of information problem solving (IPS) activity, touches briefly IPS learning, and brings to the notice methodological pitfalls... More

    pp. 232-237

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  6. Choosing and using multiple information sources: Some new findings and emergent issues

    Susan R. Goldman

    This commentary highlights important contributions of four empirical investigations of how people sort through the masses of information that are now available to them and find what they need to... More

    pp. 238-242

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  7. Stretching the Limits in Help-Seeking Research: Theoretical, Methodological, and Technological Advances

    Kati Makitalo-Siegl & Frank Fischer

    This special section focuses on help seeking in a wide range of learning environments, from classrooms to online forums. Previous research has rather restrictively focused on the identification of ... More

    pp. 243-246

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  8. Help-seeking tendencies during early adolescence: An examination of motivational correlates and consequences for achievement

    Allison M. Ryan & Huiyoung Shin

    The present study examined the motivational correlates and achievement consequences of students’ help-seeking tendencies during sixth grade ( More

    pp. 247-256

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  9. Computer-supported collaborative inquiry learning and classroom scripts: Effects on help-seeking processes and learning outcomes

    Kati Mäkitalo-Siegl, Carmen Kohnle & Frank Fischer

    This study examined the influence of classroom-script structure (high vs. low) during computer-supported collaborative inquiry learning on help-seeking processes and learning gains in 54 student... More

    pp. 257-266

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  10. Improving students’ help-seeking skills using metacognitive feedback in an intelligent tutoring system

    Ido Roll, Vincent Aleven, Bruce M. McLaren & Kenneth R. Koedinger

    The present research investigated whether immediate metacognitive feedback on students’ help-seeking errors can help students acquire better help-seeking skills. The Help Tutor, an intelligent... More

    pp. 267-280

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  11. Written computer-mediated requests for help by French-speaking students: An analysis of their forms and functions

    Minna Puustinen, Josie Bernicot & Alain Bert-Erboul

    The present study regarded the self-regulated vs. not-self-regulated function and the indirect vs. direct (i.e., polite vs. impolite) linguistic form of middle school students’ requests for help.... More

    pp. 281-289

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  12. Classroom and technology-supported help seeking: The need for converging research paradigms

    Stuart A. Karabenick

    Contributions to this special section represent advances in understanding help seeking as a self-regulated learning strategy that occurs in classrooms, during computer-mediated communications, and ... More

    pp. 290-296

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  13. How does help seeking help? – New prospects in a variety of contexts

    Sanna Järvelä

    The editors of this special section have focused on a theme that is both old and new. Research on help seeking has a long history and a strong theory pointing out that help seeking is an important ... More

    pp. 297-299

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