Download PDFOpen PDF in browserEffectiveness of a Peer-Based Tutoring Intervention to Promote Freshmen Evaluation of Information SourcesEasyChair Preprint 129764 pages•Date: April 9, 2024AbstractA sample of freshmen undergraduates (n = 127) received an intervention to promote the critical evaluation of Internet sources in one of two versions: asymmetric (expert instructor) or symmetric (peer mentor). Both groups outperformed a control group (no intervention). Additionally, the symmetric modality showed greater gains and more intense epistemic emotions than its asymmetric counterpart. Keyphrases: Peer mentor, epistemic emotions, intervention, source evaluation, teaching modality
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