<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Jordi Mongay  Batalla</style></author><author><style face="normal" font="default" size="100%">Maria Ledzińska</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">ON REDUCING THE DETRIMENTAL INFORMATION FLOOD IN THE USE OF INTERNET</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">information overload</style></keyword><keyword><style  face="normal" font="default" size="100%">information selection</style></keyword><keyword><style  face="normal" font="default" size="100%">use of Internet</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2011</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2011</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://journals.indexcopernicus.com/abstract.php?icid=939901</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">28</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Among many positive aspects of the development of the Internet in the last decades, one may also find some damaging ones. This paper centers on the information flood, which any user must face whenever she/he approaches the Internet.
 The amount of information in the network is hastily increasing and it does not seem to have limits. New studies show that the amount of information in the Internet reaches a value near one zettabyte. Zettabyte is a unit of information equal to 10^21 bytes. Any searching in Internet is, ever increasing, an immersion in a sea of information that may bring high discomfort to the users, caused, especially, by the inability to process all the data read.
 This research analyses the issue of information flood and proposes a solution to be implemented as an interface between users and the Internet. The creation of this new tool takes into account the requirements from the psychological standpoint and the implementation issues from the telecommunication point of view. 
 The cooperation between psychology and ICT (Information and Computer Technologies) seems crucial to improve the well-being of people in a as technical a society as the current one.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">84-95</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Sławomir  Postek</style></author><author><style face="normal" font="default" size="100%">Maria Ledzińska</style></author><author><style face="normal" font="default" size="100%">Jakub  Czarkowski</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">PSYCHOLOGICAL AND PEDAGOGICAL PROBLEMS OF DISTANCE EDUCATION FOR ADULTS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">adult development</style></keyword><keyword><style  face="normal" font="default" size="100%">adult education</style></keyword><keyword><style  face="normal" font="default" size="100%">educational psychology</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2010</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2010</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1400515828.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">22</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Our main focus is to highlight the most important challenges in distance education aimed at adults: specific psychological challenges coming from adult development, the problems of quality and evaluation, and the effect particular distance education forms and their content (interactivity, salience, and multimedia additions) have on adult learning. In the opening section, theoretical grounds for how adults learn, treat learning, how they function in informational stress and in the role of a pupil are presented. This is than followed by the discussion of pedagogical aspects (motivation, self esteem etc) of results evaluation and didactical difficulties of planning high quality distance learning. Finally, a review of research results into how different types of material content affects adults’ perception and comprehension and how retention and transfer and influenced in effect. In the summary, we move on to discuss how b-learning (blended) and c-learning (complementary) could be employed in order to facilitate adult distance learning and propose research fields to explore in this area.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">99-108</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Maria Ledzińska</style></author><author><style face="normal" font="default" size="100%">Sławomir  Postek</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE ROLE OF METACOGNITION IN C-LEARNING CURRICULUM</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">c-learning</style></keyword><keyword><style  face="normal" font="default" size="100%">metacognition</style></keyword><keyword><style  face="normal" font="default" size="100%">modern school curriculum</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2010</style></year><pub-dates><date><style  face="normal" font="default" size="100%">July/2010</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=2594599</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">23</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The article provides the Reader with an extensive review of literature, both theoretical and empirical, concerning c-learning and it’s possible content. Initially, the origins on c-learnign idea are reviewed, from the point of looking at the evolution of various forums of distance education over the Internet. Empirical results that led psychologists and pedagogues to consider c-learning as the answer to a majority of problems of traditional e-learning are presented, followed by a description of what c-learning currently is and what its main challenges are. Than, one of those challenges – c-learning curriculum – is considered and the path that led educational psychologists from treating instilling knowledge as the main aim of a teacher to treating training metaknowledge and metacognitive abilities as such is presented. Following that, the origins of the concept of metacognitive skills, the structure of those skills and their relation to cognitive functioning are discussed. Finally, the place metacognition should take in c-learning, and possibly all types of modern education paradigms (even traditional school), is considered, and the view presented is supported by a review of works from all fields involved in virtual schooling attempts: technology of education, educational and cognitive psychology and pedagogy.
</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">137-145</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Maria Ledzińska</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">MYTHS, ID EST FALSE KNOWLEDGE ON ABLE PUPILS AND ITS EDUCATIONAL CONSEQUENCES</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">able pupils</style></keyword><keyword><style  face="normal" font="default" size="100%">popular and academic knowledge</style></keyword><keyword><style  face="normal" font="default" size="100%">regulative function of knowledge</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2009</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2009</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1393666279.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">13</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The issue of giftedness occupies a prominent place in psychology and is developed in the context of various theoretical strands, among which the differential, developmental, and cognitive studies are dominant. An application of major statements, in turn, is the domain of educational psychology and related disciplines, especially pedagogy. A discussion about giftedness is also conducted by teachers and parents, solving various educational and didactic problems in their daily lives. The key assumption of this article is a statement that a common understanding of giftedness is full a myths and beliefs constructed as inconsistent with the current state of knowledge. Some of them are indicated in this essay, drawing attention to the adverse effects of their presence in the mind and behaviour of adults.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">54-65</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Maria Ledzińska</style></author><author><style face="normal" font="default" size="100%">Ewa Czerniawska</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE IMPORTANCE OF COGNITIVE SELECTIVENESS IN THE AGE OF INFORMATION FLOOD</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">information flood</style></keyword><keyword><style  face="normal" font="default" size="100%">metacognition</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2008</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2008</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1392223930.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">5</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Civilization changes resulting from technological development are the causes of modifications of life conditions. The effects of technological development are perceived as ambivalent as well as positive, and negative. Psychologists are interested mainly in the latter ones, especially in the phenomenon of overproduction of information, sometimes called information overflow or information flood. This social phenomenon requires from contemporary people the ability of selecting data, their intentional choice, in line with the specificity of the realized cognitive tasks. The competences required to perform this task properly are called metacognition. They involve knowledge of cognitive functioning, i. e. higher-level skills including planning, monitoring, control and regulation of the cognitive activity. The development of metacognition seems to be a major challenge for contemporary education. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">80-86</style></section></record></records></xml>