Evidence map›Paper›PMID 33013181›Full record

ArticleEducation and information technologies2021

A review of technologies for collaborative online information seeking: On the contribution of collaborative argumentation.

Elisabeth Mayweg-Paus, Maria Zimmermann, Nguyen-Thinh Le, Niels Pinkwart

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Education and information technologies, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers, 1 of them a synthesis that pooled it.

0numbers the graph read from it
0cells of the map it votes in
2citing papers in PubMed, 1 pooled it
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

2 citing papers in PubMed, 1 synthesis or guideline pooled it.

  1. Pooled it
  2. Review
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

4 authors.

Elisabeth Mayweg-PausEinstein Center Digital Future | Department of Education Studies | Digital Knowledge Management in Higher Education, Humboldt University of Berlin, Unter den Linden 6, 10099 Berlin, Germany.
Maria ZimmermannEinstein Center Digital Future | Department of Education Studies | Digital Knowledge Management in Higher Education, Humboldt University of Berlin, Unter den Linden 6, 10099 Berlin, Germany.ORCID 0000-0001-5215-9062
Nguyen-Thinh LeDepartment of Computer Science | Research Group Computer Science Education | Computer Science and Society, Humboldt University of Berlin, Unter den Linden 6, 10099 Berlin, Germany.
Niels PinkwartDepartment of Computer Science | Research Group Computer Science Education | Computer Science and Society, Humboldt University of Berlin, Unter den Linden 6, 10099 Berlin, Germany.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

In everyday life, people seek, evaluate, and use online sources to underpin opinions and make decisions. While education must promote the skills people need to critically question the sourcing of online information, it is important, more generally, to understand how to successfully promote the acquisition of any skills related to seeking online information. This review outlines technologies that aim to support users when they collaboratively seek online information. Upon integrating psychological-pedagogical approaches on trust in and the sourcing of online information, argumentation, and computer-supported collaborative learning, we reviewed the literature (

Indexed as

Collaborative information seeking technologiesComputer-supported collaborative learning and argumentationCritical thinkingSourcing of online information

Identifiers

PMID33013181
PMCPMC7525077

What OpenQuestion holds

Textmetadata
LicenceCC BY
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.