College student Web use, perceptions of information credibility, and verification behavior
Computers & Education Volume 41, Number 3, ISSN 0360-1315 Publisher: Elsevier Ltd
Concerns about the potentially dubious nature of online information and users' ability to evaluate it appropriately prompted this research on college students' use of Web-based information, their perceptions of information credibility, and their online verification behaviors. Two studies were conducted to address these issues. Results of the first study show that college students rely very heavily on the Web for both general and academic information, and that they expect this usage to increase over time. Results of the second study indicate that students find information to be more credible than do those from a more general adult population, across several media and considering many different types of information. Nonetheless, students verify the information they find online significantly less. Implications are discussed in light of current efforts of educators to improve Internet literacy.
Metzger, M.J., Flanagin, A.J. & Zwarun, L. (2003). College student Web use, perceptions of information credibility, and verification behavior. Computers & Education, 41(3), 271-290. Elsevier Ltd.
Cited ByView References & Citations Map
Siyoung Chung; Siyoung Chung, Singapore Management University
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 38, No. 3 (Nov 12, 2012)
The Design and Development of the Virtual Training Modules for Peer Mentoring to Broaden Women’s and Minorities’ STEM Participation
Jillian Wendt, University of the District of Columbia, United States; Amanda Rockinson-Szapkiw, University of Memphis, United States; Brandy Huderson, University of the District of Columbia, United States; Ayana Conway, Virginia State University, United States
Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 588–593
Students' self-regulated learning, online information evaluative standards and online academic searching strategies
Sheng-Chau Tseng & Jyh-Chong Liang, Graduate Institute of Applied Science and Technology, National Taiwan University of Science and Technology; Chin-Chung Tsai, Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology
Australasian Journal of Educational Technology Vol. 30, No. 1 (Apr 03, 2014)
Lynn Jeffrey, Massey University, New Zealand; Bronwyn Hegarty, Otago Polytechnic, New Zealand; Oriel Kelly, Manakau Institute of Technology, New Zealand; Merrolee Penman, Dawn Coburn & Jenny McDonald, Otago University, New Zealand
Journal of Information Technology Education: Research Vol. 10, No. 1 (Jan 01, 2011) pp. 383–413
Critical Appraisal of Information on the Web in Practice: Undergraduate Students’ Knowledge, Reported Use, and Behaviour / Évaluation critique de l’information sur la toile : une vision pratique : les connaissances des étudiants de premier cycle, leur uti
Neil Hogan, Connie Varnhagen & Connie Varnhagen, University of Alberta
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 38, No. 1 (Feb 22, 2012)
Developing the Information Commitment Survey for assessing college and graduate students’ evaluative standards for Web information and their searching strategies in Web-based learning environments
Ying-Tien Wu, Department of Earth Sciences, National Taiwan Normal University, Taipei, Taiwan, Taiwan; Chin-Chung Tsai, Institute of Education & Center for Teacher Education, National Chiao Tung University, Hsinchu, Taiwan, Taiwan
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2005 (October 2005) pp. 2500–2512
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact firstname.lastname@example.org.