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| Main Authors: | , |
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| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
2008
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| Subjects: | |
| Online Access: | https://eric.ed.gov/?id=EJ891736 |
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| _version_ | 1867181169300209665 |
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| author | Friehs, Curt G. Craig, Cindy L. |
| author_facet | Friehs, Curt G. Craig, Cindy L. Friehs, Curt G. Craig, Cindy L. |
| collection | Education Resources Information Center |
| contents | Assessing the Effectiveness of Online Library Instruction with Finance Students Friehs, Curt G. Craig, Cindy L. Electronic Learning Computer Uses in Education Information Literacy Librarians Library Instruction Business Education Educational Technology Academic Libraries Undergraduate Students Economics Knowledge Level Program Effectiveness Teaching Methods Student Attitudes Many academic librarians use online information literacy tutorials as an alternative or a supplement to in-class library instruction. Tutorials created with streaming media software such as Camtasia Studio have become increasingly popular. Librarians at a mid-sized Midwestern university have created several such tutorials demonstrating various library resources. The value of streaming-media tutorials is supported by key learning theories such as cognitive load theory, dual coding theory, and multimedia learning theory. However, studies measuring the impact of online tutorials on student learning of information-literacy skills have shown mixed results. The authors tested the effectiveness of an online information literacy tutorial on a group of undergraduate business students. About 140 students in three undergraduate finance classes rated a Value Line online tutorial. Students were also invited to complete a follow-up survey online with Blackboard. This survey measured student knowledge retention of Value Line and interest in online tutorials. The results showed that while students viewed the tutorial positively, they preferred face-to-face instruction from a librarian. Also, while most students could locate the proper links in Value Line, only 30 percent were able to successfully look up a company. Indicators point to a future for online instruction coexisting with, yet not replacing, traditional classroom library instruction. (Contains 2 figures, 8 tables and 20 notes.) |
| format | Recurso educativo Open Access |
| id | eric_EJ891736 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2008 |
| record_format | eric |
| spellingShingle | Assessing the Effectiveness of Online Library Instruction with Finance Students Friehs, Curt G. Craig, Cindy L. Electronic Learning Computer Uses in Education Information Literacy Librarians Library Instruction Business Education Educational Technology Academic Libraries Undergraduate Students Economics Knowledge Level Program Effectiveness Teaching Methods Student Attitudes Assessing the Effectiveness of Online Library Instruction with Finance Students Friehs, Curt G. Craig, Cindy L. Electronic Learning Computer Uses in Education Information Literacy Librarians Library Instruction Business Education Educational Technology Academic Libraries Undergraduate Students Economics Knowledge Level Program Effectiveness Teaching Methods Student Attitudes Many academic librarians use online information literacy tutorials as an alternative or a supplement to in-class library instruction. Tutorials created with streaming media software such as Camtasia Studio have become increasingly popular. Librarians at a mid-sized Midwestern university have created several such tutorials demonstrating various library resources. The value of streaming-media tutorials is supported by key learning theories such as cognitive load theory, dual coding theory, and multimedia learning theory. However, studies measuring the impact of online tutorials on student learning of information-literacy skills have shown mixed results. The authors tested the effectiveness of an online information literacy tutorial on a group of undergraduate business students. About 140 students in three undergraduate finance classes rated a Value Line online tutorial. Students were also invited to complete a follow-up survey online with Blackboard. This survey measured student knowledge retention of Value Line and interest in online tutorials. The results showed that while students viewed the tutorial positively, they preferred face-to-face instruction from a librarian. Also, while most students could locate the proper links in Value Line, only 30 percent were able to successfully look up a company. Indicators point to a future for online instruction coexisting with, yet not replacing, traditional classroom library instruction. (Contains 2 figures, 8 tables and 20 notes.) |
| title | Assessing the Effectiveness of Online Library Instruction with Finance Students |
| topic | Electronic Learning Computer Uses in Education Information Literacy Librarians Library Instruction Business Education Educational Technology Academic Libraries Undergraduate Students Economics Knowledge Level Program Effectiveness Teaching Methods Student Attitudes |
| url | https://eric.ed.gov/?id=EJ891736 |