Teaching information evaluation in self-paced e-learning mode: is distributed practice helpful ?
Résumé
For two decades, higher education institutions have developed innovative forms of distance learning, banking upon the affordances of the Web 2.0 for online
information access, networking and communication. At the same time, the spread of misinformation on the internet has increased the need to educate students
for a critical appraisal of information quality and credibility online. The present study investigates the efficiency of an intervention on information evaluation
delivered in self-paced e-learning mode to undergraduate students enrolled in a distance education program. Participants complete two interactive modules and
practice exercises with partly automated feedback, via a Moodle course page and a dedicated platform, self-regulating their time on tasks. We expect distributed Practice to be positively associated with evaluation performance in the intervention group compared to a business-as-usual condition. Data were being collected at the time of submission.