Using the theoretical-conceptual and assessment framework,
- we assess and examine students’ Generic and Domain-Specific Critical Online Reasoning skills for acquiring and using online information in self-directed study and the relationship between COR development, higher education contexts, and study success (e.g., grades) [Area A];
- we analyze the online information landscape–features and quality of sources and content higher education students use to solve course-related COR tasks [Area B];
- we match and analyze higher education students’ COR process and performance data (from A) with annotation data of sources and content (from B) in method-integrative approaches and information processing studies [Area C].
