Deschryver, M. (2014). Higher Order Thinking in an Online World: Toward a Theory of Web-Mediated Knowledge Synthesis. Teachers College Record, 116(120305), 1-44.
This article outlines a theory of web-mediated knowledge synthesis. It comprises seven interacting elements which include: (a) a divergent keyword search phrases; (b) synthesis of meaning; (c) in-the-moment insights; (d) repurposing; (e) reinforcement; (f) note-taking; and (g) creative synthesis. The author encourages moving from using the web for information seeking to higher order thinking and seeks to uncover methods to do this by integration into schools, work places, and everyday life. This would allow web users to construct more substantive and generative knowledge that adds value to the information they encounter,” (Deschryver, M. 2014).
Reviewed are the roles of theory and theory development and a multiple-case study of advanced web learners to inform his theory development and the implications of this theory for researchers and practitioners. Also discussed are the differences in synthesis with regards to comprehension and generative thinking as related to various fields.
The proposed theory which the author admits is open to elaboration and refinement over time, is a great starting point for educators with regards to web-mediated strategies. As the author also states, “it is not practical for schools to wait for he traditional sequence of theory development, experimental research, and replication to be complete before considering better ways to teach and learn,” (Deschryver, M., 2014). This is especially crucial in the ever changing web and technological environment we are in today.
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