In higher education, one of the main challenges for students is learning disciplinary content by solving tasks based on the comprehension and integration of information from multiple complex documents. In the current article, we first present the model of document use as an explanatory framework for the underlying cognitive processes and mental representations in the comprehension of multiple documents. Then we describe the knowledge, processes, and resources that university students must acquire and use in order to complete in a competent manner activities based on the comprehension of multiple documents, using the md-trace model recently proposed by Rouet and Britt (2011). We conclude by pointing to implications involving the design of tasks, instructions, and appropriate resources for facilitating university students' learning from multiple sources.
|Number of pages||21|
|Journal||Revista Mexicana de Investigacion Educativa|
|Publication status||Published - Jun 2013|
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