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| Auteurs principaux: | , , |
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| Format: | Recurso educativo Open Access |
| Langue: | en |
| Publié: |
2012
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| Sujets: | |
| Accès en ligne: | https://eric.ed.gov/?id=EJ975873 |
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| _version_ | 1867181707519590400 |
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| author | Mery, Yvonne Newby, Jill Peng, Ke |
| author_facet | Mery, Yvonne Newby, Jill Peng, Ke Mery, Yvonne Newby, Jill Peng, Ke |
| collection | Education Resources Information Center |
| contents | Performance-Based Assessment in an Online Course: Comparing Different Types of Information Literacy Instruction Mery, Yvonne Newby, Jill Peng, Ke Online Courses Bibliographies Information Literacy Teaching Methods Library Instruction Freshman Composition Performance Based Assessment Intermode Differences Controversial Issues (Course Content) Multiple Regression Analysis Achievement Gains Instructional Effectiveness Citation Analysis This study investigates whether the type of instruction (a single face-to-face librarian-led instruction, instructor-led instruction, or an online IL course--the Online Research Lab) has an impact on student information literacy gains in a Freshman English Composition program. A performance-based assessment was carried out by analyzing bibliographies in a required controversy paper. Descriptive, correlation, and regression analysis showed that the type of instruction did impact the quality of the bibliographies. Students in the online IL course had higher quality bibliographies than those students who received a one-session face-to-face instruction. (Contains 3 tables and 21 notes.) |
| format | Recurso educativo Open Access |
| id | eric_EJ975873 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2012 |
| record_format | eric |
| spellingShingle | Performance-Based Assessment in an Online Course: Comparing Different Types of Information Literacy Instruction Mery, Yvonne Newby, Jill Peng, Ke Online Courses Bibliographies Information Literacy Teaching Methods Library Instruction Freshman Composition Performance Based Assessment Intermode Differences Controversial Issues (Course Content) Multiple Regression Analysis Achievement Gains Instructional Effectiveness Citation Analysis Performance-Based Assessment in an Online Course: Comparing Different Types of Information Literacy Instruction Mery, Yvonne Newby, Jill Peng, Ke Online Courses Bibliographies Information Literacy Teaching Methods Library Instruction Freshman Composition Performance Based Assessment Intermode Differences Controversial Issues (Course Content) Multiple Regression Analysis Achievement Gains Instructional Effectiveness Citation Analysis This study investigates whether the type of instruction (a single face-to-face librarian-led instruction, instructor-led instruction, or an online IL course--the Online Research Lab) has an impact on student information literacy gains in a Freshman English Composition program. A performance-based assessment was carried out by analyzing bibliographies in a required controversy paper. Descriptive, correlation, and regression analysis showed that the type of instruction did impact the quality of the bibliographies. Students in the online IL course had higher quality bibliographies than those students who received a one-session face-to-face instruction. (Contains 3 tables and 21 notes.) |
| title | Performance-Based Assessment in an Online Course: Comparing Different Types of Information Literacy Instruction |
| topic | Online Courses Bibliographies Information Literacy Teaching Methods Library Instruction Freshman Composition Performance Based Assessment Intermode Differences Controversial Issues (Course Content) Multiple Regression Analysis Achievement Gains Instructional Effectiveness Citation Analysis |
| url | https://eric.ed.gov/?id=EJ975873 |