In the wake of the Covid-19 pandemic, most universities had to switch to “emergency online learning”. At the same time, academics were in search of means to combat “the infodemic”, a wave of misinformation rolling over the world, affecting social and political life, and undermining efforts to deal with the pandemic. In the framework of emergency online learning, we propose an educational sciences undergraduate online course addressing fake news illiteracy by giving students an insight into the form and effects of fake news with a focus on framing. The course was built upon current fake news research and the problem-based learning approach. The research questions addressed students’ perceptions of critical design elements, their fake news credibility test performance, and their academic achievement. A total of N = 102 undergraduate students participated in the course. Among various design elements, students indicated that online communication and feedback was most appealing. On the other hand, for future course iterations, they suggested improvements to the task descriptions. Fake news credibility decreased significantly (F(1, 36) = 62.64, p < 0.000, partial η² = 0.64) and final course papers were on average good to very good, indicating strong academic achievement. The study suggests that problem-based online courses can be appropriate learning environments, even in the context of “emergency online learning” and, furthermore, that they can serve as an instrument for combating fake news illiteracy.

在 Covid-19 大流行之后，大多数大学不得不转向“紧急在线学习”。与此同时，学术界正在寻找对抗“信息流行病”的方法，“信息流行病”是一种席卷全球的错误信息浪潮，影响着社会和政治生活，破坏了应对这一流行病的努力。在紧急在线学习的框架内，我们提出了一个教育科学本科在线课程，通过让学生深入了解假新闻的形式和影响，重点是框架来解决假新闻文盲问题。该课程建立在当前的假新闻研究和基于问题的学习方法的基础上。研究问题涉及学生对关键设计元素的看法、他们的假新闻可信度测试表现以及他们的学业成绩。共N个 = 102 名本科生参加了该课程。在各种设计元素中，学生表示在线交流和反馈最具吸引力。另一方面，对于未来的课程迭代，他们建议改进任务描述。假新闻可信度显着下降（F (1, 36) = 62.64，p  < 0.000，部分η ²  = 0.64），期末课程论文平均从好到非常好，表明学术成就很高。该研究表明，即使在“紧急在线学习”的背景下，基于问题的在线课程也可以成为合适的学习环境，此外，它们还可以作为打击假新闻文盲的工具。