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| Autores principales: | , , |
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| Formato: | Recurso educativo Open Access |
| Lenguaje: | en |
| Publicado: |
2015
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| Materias: | |
| Acceso en línea: | https://eric.ed.gov/?id=EJ1074636 |
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- Studying Online: Student Motivations and Experiences in ALA-Accredited LIS Programs Oguz, Fatih Chu, Clara M. Chow, Anthony S. Online Courses Library Science Library Education Masters Programs Student Characteristics Student Motivation Foreign Countries Educational Technology Student Attitudes Age Differences Employment Level Commuting Students Proximity Social Isolation Networks Interpersonal Relationship Questionnaires Online Surveys Student Experience Statistical Analysis Gender Differences Racial Differences Ethnic Groups Rural Urban Differences Learning Modalities Factor Analysis Decision Making Course Selection (Students) This paper presents a large scale study of online MLIS students (n = 910), who completed at least one online course and were enrolled in 36 of the 58 ALA-accredited MLIS programs in Canada and the United States. The results indicate that the typical student is female, White, lives in an urban setting, and is in her mid-30s. Online students were found to be quite diverse, with statistically significant differences in their preferences and satisfaction across five demographic variables: "age" (generational cohort)," "employment status," "urban status," "commute distance," and "program modality." Three motivations emerged: "accommodation," "predisposition," and "selectivity", which influenced the respondents to choose online learning. The prevalent issues online MLIS students experienced were a sense of isolation from peers and instructors, and a lack of professional development and networking opportunities with peers. The findings have implications for enhancing MLIS online education including marketing, course offerings, and student support services.