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 onlineinformation access, networking and communication. At the same time, the spread of misinformation on the internet has increased the need to educate studentsfor a critical appraisal of information quality and credibility online. The present study investigates the efficiency of an intervention on information evaluationdelivered in self-paced e-learning mode to undergraduate students enrolled in a distance education program. Participants complete two interactive modules andpractice 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.