Gespeichert in:
| Hauptverfasser: | , , |
|---|---|
| Format: | Recurso educativo Open Access |
| Sprache: | en |
| Veröffentlicht: |
2015
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| Schlagworte: | |
| Online-Zugang: | https://eric.ed.gov/?id=EJ1080460 |
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Inhaltsangabe:
- Integrating Library Instruction into the Course Management System for a First-Year Engineering Class: An Evidence-Based Study Measuring the Effectiveness of Blended Learning on Students' Information Literacy Levels Zhang, Qinqin Goodman, Maren Xie, Shiyi Library Instruction Engineering Education Undergraduate Students Learning Modules Tutorial Programs Electronic Learning Literacy Pretests Posttests Focus Groups Student Surveys Preferences Pacing Blended Learning Web Based Instruction Best Practices Faculty Workload Foreign Countries Qualitative Research Statistical Analysis This research examines students in a first-year engineering course who receive library instruction by using a newly developed online module and attending optional in-person tutorials. It aims to evaluate the outcomes of library information literacy instruction using this module combined with in-person help. Results show a significant improvement in information literacy skills from a pre-test to a post-test. Focus group and survey data indicate that most students preferred the self-paced learning style of the online module and that the content of the module helped them to conduct library research for the course. This study also considers best practices for online library instruction. A blended instruction approach provides students with the flexibility to learn from a variety of formats at their own pace and also reduces library staff workload, especially for a large course.