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| Autor principal: | |
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| Formato: | Recurso educativo Open Access |
| Lenguaje: | en |
| Publicado: |
2019
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| Materias: | |
| Acceso en línea: | https://eric.ed.gov/?id=EJ1206733 |
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| _version_ | 1867181450667753472 |
|---|---|
| author | Rapchak, Marcia |
| author_facet | Rapchak, Marcia Rapchak, Marcia |
| collection | Education Resources Information Center |
| contents | When Online Instruction Doesn't Measure Up: How Can You Tell, and What Should You Do? Rapchak, Marcia Online Courses College Freshmen Information Literacy Library Instruction Academic Libraries Curriculum Development Instructional Effectiveness At Duquesne University, freshmen are required to take a one-credit information literacy course. This course has traditionally been offered mostly face-to-face, but has expanded into more online offerings. Unfortunately, the experience for students and instructors online was not as positive as those involved with the face-to-face version of the course. Assessment results on a variety of levels and anecdotal evidence indicated that students did not work as well together to learn as those did in the face-to-face version of the course. Not only did instructors receive lower student evaluation scores, but students did not perform as well on their final, collaborative project. While there will be barriers to learning online, especially when students work together in a group, instructors and instructional designers can take distinct steps to make the experience a positive one. Instructors must use particular interventions to increase student-to-student interaction that leads to learning. |
| format | Recurso educativo Open Access |
| id | eric_EJ1206733 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2019 |
| record_format | eric |
| spellingShingle | When Online Instruction Doesn't Measure Up: How Can You Tell, and What Should You Do? Rapchak, Marcia Online Courses College Freshmen Information Literacy Library Instruction Academic Libraries Curriculum Development Instructional Effectiveness When Online Instruction Doesn't Measure Up: How Can You Tell, and What Should You Do? Rapchak, Marcia Online Courses College Freshmen Information Literacy Library Instruction Academic Libraries Curriculum Development Instructional Effectiveness At Duquesne University, freshmen are required to take a one-credit information literacy course. This course has traditionally been offered mostly face-to-face, but has expanded into more online offerings. Unfortunately, the experience for students and instructors online was not as positive as those involved with the face-to-face version of the course. Assessment results on a variety of levels and anecdotal evidence indicated that students did not work as well together to learn as those did in the face-to-face version of the course. Not only did instructors receive lower student evaluation scores, but students did not perform as well on their final, collaborative project. While there will be barriers to learning online, especially when students work together in a group, instructors and instructional designers can take distinct steps to make the experience a positive one. Instructors must use particular interventions to increase student-to-student interaction that leads to learning. |
| title | When Online Instruction Doesn't Measure Up: How Can You Tell, and What Should You Do? |
| topic | Online Courses College Freshmen Information Literacy Library Instruction Academic Libraries Curriculum Development Instructional Effectiveness |
| url | https://eric.ed.gov/?id=EJ1206733 |