Summary

Top 10 papers analyzed

Disinformation is intentionally misleading information designed to deceive and sway opinion, distinct from misinformation, which may be false but is not necessarily intended to mislead. The rise of disinformation has significant implications for democracy, press freedom, and minority rights, often fueled by strategic manipulation through social media channels. Techniques include the use of trolls, bots, and sensational content aimed at undermining trust in mainstream institutions. Disinformation is disseminated by various actors, including far-right groups and foreign agents like Russia, who aim to destabilize democratic systems by promoting radical agendas. Effective detection and counterstrategies are essential, highlighting the need for clearer conceptualization of disinformation in both academic and public discourse. This involves distinguishing it from other forms like propaganda and miscommunication, emphasizing its deliberate intent and societal harm. Addressing disinformation requires robust frameworks that not only identify falsehoods but also consider the intent behind them. There is a call for shifting research away from the "fake news" narrative towards understanding disinformation's strategic functions within political and social contexts. Moreover, the EU is moving towards stricter regulations through measures such as the Digital Services Act, which seeks to increase transparency and accountability of digital platforms, although content moderation raises concerns about freedom of expression. Ultimately, combating disinformation involves strategic communication, enhanced media literacy, and regulatory measures that ensure platforms provide transparent and reliable information, supporting the integrity and functionality of democratic institutions.

Mainstream students average four notes weekly, but honours far exceed with more linked notes. Group dynamics, not class level, primarily influence knowledge-building engagement.

Published By:

H Niu - 2006 - summit.sfu.ca

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Published By:

CC Katasse - 1994 - search.proquest.com

The study explores critical pedagogies of contingent STEM faculty in neoliberal universities. It offers recommendations for practice and research to support critical teaching methods.

Published By:

JM Kenney - 2018 - tigerprints.clemson.edu

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Published By:

GC Colvert - 1997 - search.proquest.com

Metacognitive measures can be confounded by bias and may not accurately reflect subjective awareness. Bias-free techniques, like ROC analysis, offer better insight into metacognition.

Published By:

SM Fleming, HC Lau - Frontiers in human neuroscience, 2014 - frontiersin.org

Metacognitive strategies enhance learning and problem-solving. Critical thinking benefits from metacognition.

Published By:

ME Martinez - Phi delta kappan, 2006 - journals.sagepub.com

The text lists references related to studies and theories on metacognition, self-regulation, and learning. It highlights various researchers and their contributions to understanding cognitive processes and educational psychology.

Published By:

MVJ Veenman, BHAM Van Hout-Wolters… - Metacognition and …, 2006 - Springer

"Metacognition: Knowing about Knowing," edited by Janet Metcalfe and Arthur P. Shimamura, examines the understanding of one's own cognitive processes. Thomas O. Nelson and Louis Narens contribute a chapter discussing the importance of investigating metacognition.

Published By:

TO Nelson, L Narens - 1994 - direct.mit.edu

Metacognition's scope and function remain debated, contrasting self-ascriptive and self-evaluative views. The self-evaluative view is seen as more empirically and conceptually adequate.

Published By:

J Proust - Philosophy Compass, 2010 - Wiley Online Library

Fake news is a major challenge in social media, difficult to detect due to its deceptive nature. Solutions involve AI, user behavior analysis, and fact-checking to tackle its rapid spread.

Published By:

E Aïmeur, S Amri, G Brassard - Social Network Analysis and Mining, 2023 - Springer