Longitudinal Associations between Online Usage of Library-Licensed Content and Undergraduate Student Performance
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ERIC Institute of Education Sciences
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| Main Authors: | , , , , |
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| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
2024
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| _version_ | 1867180786125373441 |
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| author | Felichism Kabo Annaliese Paulson Doreen Bradley Ken Varnum Stephanie Teasley |
| author_facet | Felichism Kabo Annaliese Paulson Doreen Bradley Ken Varnum Stephanie Teasley Felichism Kabo Annaliese Paulson Doreen Bradley Ken Varnum Stephanie Teasley |
| collection | Education Resources Information Center |
| contents | Longitudinal Associations between Online Usage of Library-Licensed Content and Undergraduate Student Performance Felichism Kabo Annaliese Paulson Doreen Bradley Ken Varnum Stephanie Teasley Undergraduate Students Academic Achievement Contracts Bibliographic Databases Certification Electronic Libraries Research Libraries Academic Libraries Access to Information Users (Information) Grade Point Average Information Seeking Computer Networks Computer Security Seeking to better understand the longitudinal association between online usage of library-licensed content and short- and long-term student performance, we linked EZproxy logs to institutional university data to study how library usage impacts semester and cumulative GPAs. Panel linear mixed effects regression models indicate online library usage is significantly associated with both semester and cumulative GPAs. The library usage effect is larger for semester GPA, and varies by on- and off-campus residency. The effect on semester GPA is larger for off-campus students, while for cumulative GPA the effect is larger for on-campus students. Longitudinally linked library-institutional data offers key insights on the library's value. |
| format | Recurso educativo Open Access |
| id | eric_EJ1424020 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2024 |
| record_format | eric |
| spellingShingle | Longitudinal Associations between Online Usage of Library-Licensed Content and Undergraduate Student Performance Felichism Kabo Annaliese Paulson Doreen Bradley Ken Varnum Stephanie Teasley Undergraduate Students Academic Achievement Contracts Bibliographic Databases Certification Electronic Libraries Research Libraries Academic Libraries Access to Information Users (Information) Grade Point Average Information Seeking Computer Networks Computer Security Longitudinal Associations between Online Usage of Library-Licensed Content and Undergraduate Student Performance Felichism Kabo Annaliese Paulson Doreen Bradley Ken Varnum Stephanie Teasley Undergraduate Students Academic Achievement Contracts Bibliographic Databases Certification Electronic Libraries Research Libraries Academic Libraries Access to Information Users (Information) Grade Point Average Information Seeking Computer Networks Computer Security Seeking to better understand the longitudinal association between online usage of library-licensed content and short- and long-term student performance, we linked EZproxy logs to institutional university data to study how library usage impacts semester and cumulative GPAs. Panel linear mixed effects regression models indicate online library usage is significantly associated with both semester and cumulative GPAs. The library usage effect is larger for semester GPA, and varies by on- and off-campus residency. The effect on semester GPA is larger for off-campus students, while for cumulative GPA the effect is larger for on-campus students. Longitudinally linked library-institutional data offers key insights on the library's value. |
| title | Longitudinal Associations between Online Usage of Library-Licensed Content and Undergraduate Student Performance |
| topic | Undergraduate Students Academic Achievement Contracts Bibliographic Databases Certification Electronic Libraries Research Libraries Academic Libraries Access to Information Users (Information) Grade Point Average Information Seeking Computer Networks Computer Security |
| url | https://eric.ed.gov/?id=EJ1424020 |