Best methods for evaluating educational impact: a comparison of the efficacy of commonly used measures of library instruction

Schilling, K; Applegate, Rachel

doi:10.3163/1536-5050.100.4.007

Cited by 71 publications

(56 citation statements)

References 36 publications

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“…Input should be analysed in terms of education potential, variables affecting the educational process, and the end product or output. Schilling and Applegate (2012) and Dewald (1999) state that there is an increasing need for librarians to provide tangible evidence that user education and/or information literacy programmes are valid and legitimate. They further state that, without systematic evaluation, libraries do not have adequate information to determine the effectiveness, efficiency and impact of existing training programmes, and thus they have no basis to determine whether programmes should be continued, expanded, modified or discontinued (Schilling & Applegate 2012).…”

Section: Marketing User Education Programmesmentioning

confidence: 99%

Evaluating user education programmes for postgraduate students in the School of Management, Information Technology and Governance at the University of KwaZulu-Natal

Moyane

Dube²,

Hoskins

2015

South African Journal of Libraries and Information Science

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Section: Marketing User Education Programmesmentioning

confidence: 99%

Evaluating user education programmes for postgraduate students in the School of Management, Information Technology and Governance at the University of KwaZulu-Natal

Moyane

Dube²,

Hoskins

2015

South African Journal of Libraries and Information Science

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“…Although librarians are applying learning theory to instructional practice, using approaches such as Tiered Instructional Programs (Bowles-Terry, 2012), Adult Learning Theory (Lange, Canuel, & Fitzgibbons, 2011) and Evaluation Methodologies (Schilling & Applegate, 2012), we were unable to find any specific examples of the application of Kolb's theory. Woods (2012) provides a list of suggestions on how to consult Kolb's cycle of learning when planning information literacy sessions by emphasizing the use of a variety of teaching strategies to meet the preferences of all learners.…”

Section: Literature Reviewmentioning

confidence: 76%

Applying Kolb’s Learning Theory to Library Instruction: An Observational Study

Verishagen

2015

EBLIP

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Objective -This article answers the following questions: does applying Kolb's Learning theory to library instruction enhance student engagement and will it improve librarian teaching practices?Methods -This observational study analyzed four forms of qualitative data to examine the learning experience of first year nursing students and the teaching experience of two Faculty Librarians. The four forms of data collected were: (1) post-class qualitative feedback to assess the students' engagement; (2) library instructors' shared teaching observations; (3) librarian peer feedback after observing each other teach; and (4) feedback from an instructional facilitator on the individual librarian's teaching skills. Two distinct lesson plans were developed: Lesson Plan One was the first attempt at incorporating Kolb's theory into practice and Lesson Plan Two was a refinement of Lesson Plan One. Teaching strategies were altered from one lesson plan to the next based on the instructional facilitator's feedback. The role of the instructional facilitator was to Evidence Based Library and Information Practice 2015, 10.4 187 guide the professional development of new instructors by providing them with information and feedback on their teaching skills.Results -There were perceived improvements in student engagement and teaching practice from Lesson Plan One to Two. Although the students' reported experience remained similar from one to the next, both the librarians and instructional facilitator felt the students were more engaged and the environment seemed more collaborative when following Lesson Plan Two. With the second lesson plan, librarian instructors experienced a positive transformation as teachers, becoming facilitators of learning rather than lecturers.Conclusion -Incorporating Kolb's theory into instructional practice resulted in librarian instructors perceiving a positive effect on both instruction and on student engagement in the teaching-learning process.

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“…21 Los exámenes y ejercicios de autoevaluación fueron diseñados sobre problemas concretos de la práctica pediátrica y abordados con diferentes técnicas para reforzar la aplicabilidad a la tarea cotidiana. 22,23 Las altas calificaciones de evaluaciones y proyectos sugieren un nivel satisfactorio de comprensión de conceptos y uso de herramientas. En el mismo sentido, se expresan las encuestas de satisfacción y la ocupación de las vacantes anuales disponibles sin mediar ninguna estrategia activa de promoción del curso, ya que la principal vía de difusión fue la propagación de boca en boca.…”

Section: Discussionunclassified

Capacitación hospitalaria de profesionales pediátricos en investigación y gestión

et al. 2017

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Best methods for evaluating educational impact: a comparison of the efficacy of commonly used measures of library instruction

Cited by 71 publications

References 36 publications

Evaluating user education programmes for postgraduate students in the School of Management, Information Technology and Governance at the University of KwaZulu-Natal

Evaluating user education programmes for postgraduate students in the School of Management, Information Technology and Governance at the University of KwaZulu-Natal

Applying Kolb’s Learning Theory to Library Instruction: An Observational Study

Capacitación hospitalaria de profesionales pediátricos en investigación y gestión

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