Changing the Face of Instruction: Is Online or In-class More Effective?

Nichols, James T.; Shaffer, Barbara; Shockey, Karen

doi:10.5860/crl.64.5.378

Cited by 84 publications

(56 citation statements)

References 4 publications

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“…The students were enrolled in a freshman English composition course that offered basic information literacy instruction. 7 The results of the tests in terms of both student learning and student satisfaction were comparable for both methods of instruction. In her 2002 article, Elizabeth Carter discusses the experiences of librarians at the Citadel, a military institution of higher education in South Carolina.…”

Section: Literature Reviewmentioning

confidence: 71%

What Are They Learning? Pre- and Post-Assessment Surveys for LIBR 1100, Introduction to Library Research

Hufford¹

2010

CRL

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Articles reporting the experiences of librarians in assessing what students are learning in information literacy classes are as of yet not as well represented in the professional literature as they should be. This is especially the case for library skills courses that are for-credit. Librarians who have experience assessing student learning should share what they have learned with colleagues who, in turn, need to know what methods are working and how the assessment process can be used to improve teaching and learning. This article reports on the experience gained by librarians at Texas Tech University Libraries while developing and implementing pre- and post-assessment surveys that were administered in eleven sections of a library research course taught in the fall of 2008.

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Section: Literature Reviewmentioning

confidence: 71%

What Are They Learning? Pre- and Post-Assessment Surveys for LIBR 1100, Introduction to Library Research

Hufford¹

2010

CRL

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“…Of the 33 studies, 21 provided data on participants' views (Anderson & May, 2010;Beile & Boote 2005;Burhanna, Eschedor Voelker & Gedeon, 2008;Byerley, 2005;Churkovich & Oughtred, 2002;Gall, 2014;Goates et al, 2016;Holman, 2000;Kaplowitz & Contini, 1998;Koenig & Novotny, 2001;Kraemer, Lombardo & Lepkowski, 2007;Lantzy, 2016;Nichols, Shaffer & Shockey, 2003;Nichols Hess, 2014;Schilling, 2012;Shaffer, 2011;Silk et al, 2015;Silver & were included -ca 50% attrition in FtF and 59% in online.…”

Section: Study Qualitymentioning

confidence: 99%

A Systematic Review of Information Literacy Programs in Higher Education: Effects of Face-to-Face, Online, and Blended Formats on Student Skills and Views

Weightman¹,

Farnell²,

Morris³

et al. 2017

EBLIP

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212017 Weightman, Farnell, Morris, Strange, and Hallam. This is an Open Access article distributed under the terms of the Creative Commons-Attribution-Noncommercial-Share Alike License 4.0 International (http://creativecommons.org/licenses/by-nc-sa/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly attributed, not used for commercial purposes, and, if transformed, the resulting work is redistributed under the same or similar license to this one. AbstractObjective -Evidence from systematic reviews a decade ago suggested that face-to-face and online methods to provide information literacy training in universities were equally effective in terms of skills learnt, but there was a lack of robust comparative research. The objectives of this review were (1) to update these findings with the inclusion of more recent primary research; (2) to further enhance the summary of existing evidence by including studies of blended formats (with components of both online and face-to-face teaching) compared to single format education; and (3) to explore student views on the various formats employed.Methods -Authors searched seven databases along with a range of supplementary search methods to identify comparative research studies, dated January 1995 to October 2016, exploring skill outcomes for students enrolled in higher education programs. There were 33 studies included, of which 19 also contained comparative data on student views. Where feasible, metaanalyses were carried out to provide summary estimates of skills development and a thematic analysis was completed to identify student views across the different formats.Results -A large majority of studies (27 of 33; 82%) found no statistically significant difference between formats in skills outcomes for students. Of 13 studies that could be included in a metaanalysis, the standardized mean difference (SMD) between skill test results for face-to-face versus online formats was -0.01 (95% confidence interval -0.28 to 0.26). Of ten studies comparing blended to single delivery format, seven (70%) found no statistically significant difference between formats, and the remaining studies had mixed outcomes. From the limited evidence available across all studies, there is a potential dichotomy between outcomes measured via skill test and assignment (course work) which is worthy of further investigation. The thematic analysis of student views found no preference in relation to format on a range of measures in 14 of 19 studies (74%). The remainder identified that students perceived advantages and disadvantages for each format but had no overall preference.Conclusions -There is compelling evidence that information literacy training is effective and well received across a range of delivery formats. Further research looking at blended versus single format methods, and the time implications for each, as well as comparing assignment to skill test outcomes would be valuable. Future studies should adopt a methodologically robus...

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“…Studies show that Web-based tutorials are at least as effective as in-person library instruction in teaching students information literacy skills. 6 This article first details the instructional design process used to create and integrate this Web-based tutorial into the curriculum. The research study investigates students' understanding of plagiarism, paraphrasing, and citing sources.…”

Section: Plagiarism Instruction Online 419mentioning

confidence: 99%

Plagiarism Instruction Online: Assessing Undergraduate Students’ Ability to Avoid Plagiarism

Jackson

2006

CRL

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This study assesses undergraduate students' understanding of plagiarism through the use of an interactive, Web-based tutorial, Plagiarism: The Crime of Intellectual Kidnapping. The author details the instructional design process used to create this information literacy resource and integrate it into the curriculum. Data from 2,829 student quiz scores are analyzed to assess student learning. The results of this study indicate that students have difficulty grasping concepts related to paraphrasing. A comparative analysis of pre-and posttest results shows that student scores improved an average of 6 percent.ampuses nationwide are increasingly aware of plagiarism problems in academic communities. Studies conducted by the Center for Academic Integrity point to an increase in plagiarism, with over 75 percent of students admi ing to some cheating.

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Changing the Face of Instruction: Is Online or In-class More Effective?

Cited by 84 publications

References 4 publications

What Are They Learning? Pre- and Post-Assessment Surveys for LIBR 1100, Introduction to Library Research

What Are They Learning? Pre- and Post-Assessment Surveys for LIBR 1100, Introduction to Library Research

A Systematic Review of Information Literacy Programs in Higher Education: Effects of Face-to-Face, Online, and Blended Formats on Student Skills and Views

Plagiarism Instruction Online: Assessing Undergraduate Students’ Ability to Avoid Plagiarism

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