Using Web-Based Collaborative Forecasting to Enhance Information Literacy and Disciplinary Knowledge

Autor/inn/en	Buckley, Patrick; Doyle, Elaine
Titel	Using Web-Based Collaborative Forecasting to Enhance Information Literacy and Disciplinary Knowledge
Quelle	In: Interactive Learning Environments, 24 (2016) 7, S.1574-1589 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2015.1041399
Schlagwörter	Prediction; Information Literacy; Information Skills; Decision Support Systems; Case Studies; Undergraduate Study; Learning Modules; Information Seeking; Intellectual Disciplines; Cognitive Processes; Intervention; Active Learning; Taxes; Foreign Countries; Teaching Methods; Statistical Analysis; Ireland + Suchen Sie Ihr Suchwort? Vorhersage; Informationskompetenz; Orientierungswissen; Entscheidungshilfe; Case study; Fallstudie; Case Study; Grundstudium; Learning module; Lernmodul; Informationserschließung; Geisteswissenschaften; Cognitive process; Kognitiver Prozess; Aktives Lernen; Abgabe; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Statistische Analyse; Irland
Abstract	This paper outlines how an existing collaborative forecasting tool called a prediction market (PM) can be integrated into an educational context to enhance information literacy skills and cognitive disciplinary knowledge. The paper makes a number of original contributions. First, it describes how this tool can be packaged as a pedagogical intervention which can be used in a range of contexts across multiple disciplines. This is illustrated by a case study, which describes the addition of a PM assignment to an undergraduate module. Second, using both quantitative and qualitative data, the paper empirically investigates the impact of PM participation on engagement in information search and cognitive disciplinary knowledge. Our results show that participant's behaviors are altered by the intervention, and that students actively search for information related to the forecasting problems presented. We also demonstrate that students' disciplinary knowledge is enhanced by the intervention. [Paper presented at the "19th EDiNEB International Conference," Haarlem campus of Inholland University of Applied Sciences, May 2-4, 2012.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01