Behavioral trace data in an online learning environment as indicators of learning engagement in university students.

Learning in asynchronous online settings (AOSs) is challenging for university students. However, the construct of learning engagement (LE) represents a possible lever to identify and reduce challenges while learning online, especially, in AOSs. Learning analytics provides a fruitful framework to analyze students' learning processes and LE via trace data.

Evaluation of Online Information in University Students: Development and Scaling of the Screening Instrument EVON.

As Internet sources provide information of varying quality, it is an indispensable prerequisite skill to evaluate the relevance and credibility of online information. Based on the assumption that competent individuals can use different properties of information to assess its relevance and credibility, we developed the EVON (evaluation of online information), an interactive computer-based test for university students. The developed instrument consists of eight items that assess the skill to evaluate online information in six languages.

More Than (Single) Text Comprehension? - On University Students' Understanding of Multiple Documents.

The digital revolution has made a multitude of text documents from highly diverse perspectives on almost any topic easily available. Accordingly, the ability to integrate and evaluate information from different sources, known as multiple document comprehension, has become increasingly important. Because multiple document comprehension requires the integration of content and source information across texts, it is assumed to exceed the demands of single text comprehension due to the inclusion of two additional mental representations: the integrated situation model and the intertext model.

Validating process variables of sourcing in an assessment of multiple document comprehension.

Background: With digital technologies, competence assessments can provide process data, such as mouse clicks with corresponding timestamps, as additional information about the skills and strategies of test takers. However, in order to use variables generated from process data sensibly for educational purposes, their interpretation needs to be validated with regard to their intended meaning.

Aims: This study seeks to demonstrate how process data from an assessment of multiple document comprehension can be used to represent sourcing, which summarizes activities for the consideration of the origin and intention of documents.