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The Relationship Between Web Search Behavior and Website Characteristics and Young Professionals' Critical Online Reasoning

Mon, April 25, 2:30 to 4:00pm PDT (2:30 to 4:00pm PDT), San Diego Convention Center, Floor: Upper Level, Room 9

Abstract

Objectives
The effective and critical use of online media is increasingly relevant for young professionals in various domains in their respective quotidian occupations. For example, young professionals in medicine, law and teaching frequently use online information for job-related purposes, although they differ in their work profiles ([19],[18],[15],[16],[17],[23]). However, competently using online information, i.e., “critical online reasoning” (COR; for details, [3]) also poses a challenge for graduates ([6],[12],[10]). Therefore, analysing and fostering COR skills in job-related education and work practices of young professionals in these domains is important to prepare them properly for their daily, professional work. To get a better understanding of possible influences on COR, this paper assesses (i) the quality and relevance of the sources that young professionals use when searching information online, (ii) the relationship to their COR performance and (iii) the similarities and differences between the three domains in this respect.
Theoretical Framework
The definition of the COR construct describes personal skills in searching, selecting, accessing, processing and using online information to solve a given problem or build knowledge while critically distinguishing trustworthy from untrustworthy information and reasoning argumentatively with trustworthy and relevant information from online environments. COR includes three interconnecting facets: (i) Online Information Acquisition, (ii) Critical Information Evaluation, and (iii) Reasoning based on Evidence, Argumentation, and Synthesis (for details, [1]).
Method
Based on COR’s conceptual framework, we developed the COR Assessment (CORA), which captures the use of online information in a realistic online environment while gathering process data (log files with time stamps) and performance data (written answers). Participants have to complete a computer-based performance task, which consists of a question. They are given 20 minutes to perform an open web search, judge the online information they use to answer the question and write an open-ended response.
Subsequently, the responses are evaluated by independent human raters based on a rating scheme, which was developed based on the COR-construct definition (for details, [3]).
Additionally, we analyse the log files regarding the number of online sources and the quality and type of the websites used while answering the CORA task. The online sources are classified regarding their quality with a categorisation scheme that was developed based on established research approaches ([4],[14],[20],[22]).
Data/Results
In the 2021 summer term, 67 young professionals from three domains participated in CORA (for sample description, see Table 1 in Appendix 3). Overall, 857 online sources were used while solving the CORA task. There are significant differences in the use of websites of different types (Chi²=143.0, df=18, p=.00) and qualities (Chi²=41.0, df=10, p=.00) between the domains and a significant correlation between the average quality of the sources used and COR performance (r=.183, p=.00).
Conclusion
The analysis of log data obtained as participants solved the CORA task offers new insights into the use of online media by young professionals in different domains. The findings provide unique insights into which skill requirements young professionals already fulfil to competently use online information and which COR facets need fostering in professional education.

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