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Now showing items 2301-2310 of 2445
(Master thesis / Masteroppgave, 2016)
Nowadays, knowledge became more vital in the world economy as the economy shifted towards the knowledge based one. Education and innovation stand as main pillars of building a knowledge economy. Hence higher education ...
(Journal article / Tidsskriftartikkel / PublishedVersion; Peer reviewed, 2021)

The present study illustrates the educational power of purpose and projectivity if our aim is for students to become able to make socially responsible decisions and to act on their judgment. The study is based on ...
(Chapter / Bokkapittel / AcceptedVersion; Peer reviewed, 2022)
(Journal article / Tidsskriftartikkel / PublishedVersion; Peer reviewed, 2021)
Using a sample of 116 Norwegian undergraduate readers in this experimental study, we investigated whether reading informational text on a tablet versus on paper would lead to differences with respect to strategic text ...
(Journal article / Tidsskriftartikkel / PublishedVersion; Peer reviewed, 2021)
Abstract This article reviews how individual differences have been conceptualized and researched within the area of multiple document literacy, in particular the extent to which proposed relationships between individual ...
(Master thesis, Group thesis / Masteroppgave, Gruppeoppgave, 2022)
(Master thesis, Group thesis / Masteroppgave, Gruppeoppgave, 2022)
(Journal article / Tidsskriftartikkel / AcceptedVersion; Peer reviewed, 2021)
This study explored relationships between Internet-specific justification beliefs and source evaluation and corroboration during Web search. Fifty university students completed the Internet-Specific Epistemic Justification ...
(Journal article / Tidsskriftartikkel / PublishedVersion; Peer reviewed, 2021)
This study addressed whether an application adapted to working with multiple documents implemented in an iPad Pro tablet would promote students’ multiple document comprehension and acceptance of tablets as a multiple ...
(Journal article / Tidsskriftartikkel / AcceptedVersion; Peer reviewed, 2021)
Background
School-aged children are increasingly engaging with multiple conflicting texts to understand complex societal issues; however, empirical research has not yet examined in what ways contextual factors affect ...