This study examined the processes of credibility monitoring used by secondary science and social studies teachers when conducting an online inquiry and examining websites and their perspectives on teaching these processes to students through verbal protocol analysis and semi-structured interviews. Eight educators, four science teachers and four…

Bilingual adolescents actively participate in literacy practices on the multilingual Internet. However, research has paid little attention to these readers' use of their linguistic knowledge and skills as they choose and learn from multilingual resources on the Internet. With think-aloud protocols, this study examined how Korean-English bilingual…

The relationship between the different mediational means for supporting students' learning with digital tools in science group work in a Norwegian lower-secondary school is examined. Analyses of teacher-student and student-student interactions are located in cultural-historical theory and draw on Galperin's conceptualisation of learning processes.…

Despite its unquestionable interest from a theoretical and practical point of view, so far there has been little research on online reading and there is a lack of attention paid to this topic in most European educational institutions. In particular, primary and secondary school teachers are not adequately trained on how and when to intervene to…

This dissertation study presents an instructional intervention called LINKS: Learning to Integrate InterNet Knowledge Strategically. It reports evidence of the intervention's impact on two variables: (a) ninth graders' use of ten online reading and integration strategies while engaged in dyadic online inquiry on science topics in school, and (b)…

This paper presents a novel task-oriented, user-centered, multi-method evaluation (TUME) technique and shows how it is useful in providing a more complete, practical and solution-oriented assessment of the accessibility and usability of Learning Management Systems (LMS) for blind and visually impaired (BVI) students. Novel components of TUME…

Online texts present unique challenges to readers, requiring them to interact with texts in ways that differ from their interactions with static, print texts (Kress, 2003; 2010; McKenna, 2003; Reinking, 1998). Due to the multimodal, multilayered, and nonlinear nature of online texts, readers may also employ strategies when they read online,…

A pedagogic conversational agent (PCA) can be defined as a computer system that interacts with the student in natural language assuming the role of the instructor, a student or a companion. It can have a personality and can generate different sentences according to the agent or the student mood. Empathy with the students' feelings seems to…