作者机构：
[Wu, Di; Chen, Feixiong; Zhu, Sha; Yang, Harrison Hao] Cent China Normal Univ, Natl Engn Res Ctr E Learning, 152 Luoyu Rd, Wuhan, Hubei, Peoples R China.
通讯机构：
[Wu, Di] C;Cent China Normal Univ, Natl Engn Res Ctr E Learning, 152 Luoyu Rd, Wuhan, Hubei, Peoples R China.
关键词：
information literacy;social media competence;university students;information thinking and behavior
期刊：
Lecture Notes in Computer Science,2020年 12218: 303-314 ISSN：0302-9743
作者机构：
National Engineering Research Center for E-Learning, Central China Normal University, 152 Luoyu Road, Wuhan, Hubei, China
会议名称：
13th International Conference on Blended Learning, ICBL 2020
会议时间：
24 August 2020 through 27 August 2020
会议论文集名称：
Blended Learning. Education in a Smart Learning Environment
关键词：
Artificial intelligence;Computer science;Computers;Environmental conditions;Individual characteristics;Information and Communication Technologies;Multilevel approach;Perceived ease of use;Perceived usefulness;Primary and secondary schools;Teacher Characteristics;Computer aided instruction
作者：
Wu, Di（吴砥）;Yu, Liqin;Yang, Harrison Hao;Zhu, Sha*;Tsai, Chin-Chung
期刊：
British Journal of Educational Technology,2020年51(6):2268-2285 ISSN：0007-1013
通讯作者：
Zhu, Sha
作者机构：
[Wu, Di; Zhu, Sha; Yu, Liqin; Yang, Harrison Hao] Cent China Normal Univ China, Natl Engn Res Ctr E Learning, Wuhan 430079, Peoples R China.;[Yang, Harrison Hao] SUNY Coll Oswego, Sch Educ, Oswego, NY 13126 USA.;[Tsai, Chin-Chung] Natl Taiwan Normal Univ, Program Learning Sci, Taipei, Taiwan.
通讯机构：
[Zhu, Sha] C;Cent China Normal Univ China, Natl Engn Res Ctr E Learning, Wuhan 430079, Peoples R China.
摘要：
<jats:sec><jats:title>Abstract</jats:title><jats:p>Given the pivotal role of parents in their children's educational development, numerous studies have examined the impacts of parents' information and communications technology (ICT) proficiency on adolescents' information literacy. However, previous research has tended to treat parents as a holistic unit, ignoring the individual uniqueness of each parent in analyses. Thus, the first aim of this study was to explore the parent profiles in terms of ICT proficiency, which were developed through a person‐centered approach employing latent profile analysis. Three distinct parent profiles were identified: quiescent users, compliant users and active users. The second aim of this study was to investigate the relationship between the parents' profile memberships and adolescents' information literacy. The results showed that, in general, adolescents whose parents were identified as active users and compliant users tended to perform better on an information literacy test than those of parents categorized as quiescent users. More specifically, those adolescents whose parents were classified as active users achieved significantly higher scores in the information literacy test than those of parents who fit within the profiles of compliant users and quiescent users. Based on the findings, this paper discusses several implications and strategies for enhancing the adolescents' information literacy.</jats:p></jats:sec><jats:sec><jats:label /><jats:p>
<jats:boxed-text content-type="box" position="anchor"><jats:caption><jats:title>Practitioner Notes</jats:title></jats:caption><jats:p>What is already known about this topic
<jats:list list-type="bullet">
<jats:list-item><jats:p>Information literacy is a critical competence for adolescents, and the cultivation of adolescents' information literacy is a complex process which requires the joint effort of schools, communities and families.</jats:p></jats:list-item>
<jats:list-item><jats:p>Parents are highly involved in adolescents' education, and parental involvement significantly influences their behaviors, attitudes, aspirations and motivations. Many studies have demonstrated that parents' ICT proficiency, such as their ICT self‐efficacy and ICT attitudes, does affect the adolescents' information literacy.</jats:p></jats:list-item>
</jats:list></jats:p><jats:p>What this paper adds
<jats:list list-type="bullet">
<jats:list-item><jats:p>Most studies in this subject‐area treat parents as a holistic unit without considering the differences in each parent's ICT proficiency. This paper contributes towards a more complex understanding of the differences in parental influences on the adolescents' information literacy.</jats:p></jats:list-item>
<jats:list-item><jats:p>This paper identifies three distinct profiles categorizing parents' ICT proficiency: compliant users, quiescent users and active users. Adolescents whose parents were identified as active users and compliant users tended to perform better on an information literacy test than those of parents categorized as quiescent users.</jats:p></jats:list-item>
<jats:list-item><jats:p>Adolescents whose parents can be considered active users achieved significantly higher scores in the information literacy test than those of parents who fit within the profiles of compliant users and quiescent users.</jats:p></jats:list-item>
</jats:list></jats:p><jats:p>Implications for practice and/or policy
<jats:list list-type="bullet">
<jats:list-item><jats:p>Several practical interventions can be implemented to address the deficiencies in parents' ICT proficiency. An initial action would be to arouse awareness among parents. For parents profiled as compliant users, social and public welfare organizations could organize public lectures to convey the importance of parents' ICT proficiency in the cultivation of their children's information literacy. In addition, schools could provide opportunities for regular parent‐school communication to help parents identify and understand the importance of their role in the cultivation of their children's information literacy.</jats:p></jats:list-item>
<jats:list-item><jats:p>A second intervention would be to work towards improving the ICT proficiency of those parents categorized as quiescent users and compliant users. Governments need to forge partnerships with the local community organizations and schools to provide training for parents in basic ICT knowledge and skills, with the aim of enhancing parents' ICT self‐efficacy. Schools could conduct workshops, organize face‐to‐face information sharing sessions and provide online platforms for parents to discuss how best to mediate children's ICT use at home. Finally, in collaboration with schools, educators and researchers could develop homework projects to increase parental involvement in children's ICT use at home, which could simultaneously enrich parents' ICT usage experience and provide guidance for parents in terms of supporting their children's ICT learning at home.</jats:p></jats:list-item>
</jats:list></jats:p></jats:boxed-text>
</jats:p></jats:sec>
作者机构：
[Wu, Di; Wu, Lei; Zhou, Peng] Cent China Normal Univ, Natl Engn Res Ctr E Learning, Wuhan, Peoples R China.;[Palmer, Alexis] Univ North Texas, Dept Linguist, Denton, TX 76203 USA.;[Kinshuk] Univ North Texas, Coll Informat, Denton, TX 76203 USA.
通讯机构：
[Zhou, Peng] C;Cent China Normal Univ, Natl Engn Res Ctr E Learning, Wuhan, Peoples R China.
摘要：
<jats:sec><jats:title content-type="abstract-subheading">Purpose</jats:title><jats:p>Interaction content is created during online learning interaction for the exchanged information to convey experience and share knowledge. Prior studies have mainly focused on the quantity of online learning interaction content (OLIC) from the perspective of types or frequency, resulting in a limited analysis of the quality of OLIC. Domain concepts as the highest form of interaction are shown as entities or things that are particularly relevant to the educational domain of an online course. The purpose of this paper is to explore a new method to evaluate the quality of OLIC using domain concepts.</jats:p></jats:sec><jats:sec><jats:title content-type="abstract-subheading">Design/methodology/approach</jats:title><jats:p>This paper proposes a novel approach to automatically evaluate the quality of OLIC regarding relevance, completeness and usefulness. A sample of OLIC corpus is classified and evaluated based on domain concepts and textual features.</jats:p></jats:sec><jats:sec><jats:title content-type="abstract-subheading">Findings</jats:title><jats:p>Experimental results show that random forest classifiers not only outperform logistic regression and support vector machines but also their performance is improved by considering the quality dimensions of relevance and completeness. In addition, domain concepts contribute to improving the performance of evaluating OLIC.</jats:p></jats:sec><jats:sec><jats:title content-type="abstract-subheading">Research limitations/implications</jats:title><jats:p>This paper adopts a limited sample to train the classification models. It has great benefits in monitoring students’ knowledge performance, supporting teachers’ decision-making and even enhancing the efficiency of school management.</jats:p></jats:sec><jats:sec><jats:title content-type="abstract-subheading">Originality/value</jats:title><jats:p>This study extends the research of domain concepts in quality evaluation, especially in the online learning domain. It also has great potential for other domains.</jats:p></jats:sec>
