Delivering Synchronous Online Library Instruction at a Large-Scale Academic Institution

Webb, Jenaya; Logan, Judith; Flaccavento, Monique

doi:10.1016/b978-0-08-100598-9.00009-x

Cited by 4 publications

(4 citation statements)

References 14 publications

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“…When it is compared to face-to-face education, online education bears the risk of not being able to provide even the basic prerequisites for effective learning due to the fact that there are many variables which can cause a communication breakdown in online education. Webb et al (2017), also find similar issues in the delivery of online sessions regarding the infrastructure. The most common problems mentioned in the study, which investigates training in the use of online library resources in a university, were related to audio settings, audio quality and internet connectivity problems.…”

Section: Technical Issues In Online Teachingmentioning

confidence: 73%

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Online Teaching Experiences of ELT Instructors

Şener

Ertem

Meç

2020

Journal of Educational Technology and Online Learning

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Online teaching can be regarded as a central phenomenon among researchers, educators and students globally. Especially after the outbreak of Covid-19 pandemic, almost all the institutions around the world felt the necessity to deliver such rapid online education to their students, possibly without sufficient preparation. Considering the current educational situation, this study was conducted with 39 participants at a private university in Istanbul, Turkey. The aim of this cross-sectional survey design study is to explore the perceptions of English instructors about online teaching, in terms of the technical, pedagogical and institutional problems they have experienced; therefore, a survey including both Likert Scale and open-ended questions were used to explore these issues in depth. The responses coming from Likert scale questions were analyzed in terms of frequency since the sample size is small. Open-ended responses of participants were analyzed through content analysis. The findings indicate that participants have experienced a lack of technical equipment for virtual classes, an increase in the workload, and a lack of financial support by the institution, despite the high number of participants reporting they got emotional support from their colleagues. Besides, the areas where they find most problematic are being able to create interaction opportunities in virtual classes, students' low motivation, students' lack of autonomy, lack of standardization in the faculty as well as general internet connectivity issues. Despite all the issues, yet most participants reported they have a positive attitude towards online teaching.

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Section: Technical Issues In Online Teachingmentioning

confidence: 73%

“…Students' experience in online teaching in terms of technical issues has been investigated by different studies so far (Pastor, 2020;Hara, 2020), and there are studies which have looked into both students' and teachers' experiences as well (Olt & Teman, 2018;Webb et al, 2017).…”

Section: Technical Issues In Online Teachingmentioning

confidence: 99%

Online Teaching Experiences of ELT Instructors

Şener

Ertem

Meç

2020

Journal of Educational Technology and Online Learning

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“…Besides, there has been a tremendous increase in scientific research related to information literacy (Maddison, T., Doi, C., Lucky, S., & Kumaran, 2017). Much of this scientific and technical literature focuses on literacy skills of this kind (Koneru, 2010;Nagra, K. A., & Coiffe, 2010;Oud, 2009;Summey & Valenti, 2013;Turnbow & Roth, 2017), examples of particular initiatives (Clapp et al, 2013;Georgas, 2014;Holliday et al, 2006;Webb et al, 2017), reviews of best practices (Blummer & Kritskaya, 2009;Dewan & Steeleworthy, 2013;Fernández-Ramos, 2016;Munn & Small, 2017;Somoza-Fernández & Abadal, 2009), analysis of their main characteristics (Fernández-Ramos, 2016;Saunders, 2018;Somoza-Fernández & Abadal, 2009;Yang & Chou, 2014) or studies about their usefulness (Anderson & Mitchell, 2012;Fernández-Ramos, 2019;Haber & Mitchell, 2017;Schweikhard et al, 2018;Weightman et al, 2017).…”

Section: Findings and Discussionmentioning

confidence: 99%

The Effect of Literacy Skills on the Critical Thinking Skills of Mathematics Education Students

Susanti

Krisdiana²

2021

AIJP

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This study aims to see the effect of literacy skills on students' critical thinking skills. This research type is a correlational study to know the relationship between literacy skills and students' critical thinking skills. The total population is 168 students, and the level of precision is set at 10%. A sample of 63 respondents will be obtained, taken using a simple random sampling technique. The data analysis used in this study is a simple regression analysis with the product-moment correlation coefficient formula. The results showed that literacy skills positively correlate with students' critical thinking skills by 80%. It shows that besides literacy, there are still 20% of other factors that can affect students' critical thinking skills.

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“…Second, asynchronous communication can occur in any sort of interaction at any time and from any location (Apriani & Hidayah, 2019). Furthermore, it is considered helpful as face-to-face instruction in learning outcomes and user preferences (Webb et al, 2017). Those main advantages of online information literacy are then expected to correlate to the online learning experience significantly.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

The Interplay of Information Literacy, Learning Facility, Learning Achievement & Motivation Toward Online Learning Experience During COVID-19 Crisis: PLS-SEM Approach

Prihandoko

2021

Engl. Franca acad. j. of Engl. lang. and educ.

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The COVID-19 crisis has forced the learning system in Indonesia from face-to-face learning to online learning. This rapid transformation presents various challenges, especially for universities in remote areas such as Papua. This study aims to explore the factors that can influence the students' learning experience. The research approach used is quantitative with an analysis model of PLS-SEM. The data were obtained using a simple random sampling technique from four universities in Merauke, with 207 respondents. Four hypotheses were accepted, and one hypothesis was rejected in this research. Online information literacy experience and online learning facility perspective were affecting online learning experience significantly. Meanwhile, the online learning facility perspective significantly affecting online information literacy experience and online learning achievement motivation. However, online learning achievement motivation has a positive correlation but does not contribute significantly to an online learning experience. This research implies that higher education institutions can focus on factors that significantly contribute to the student's learning experience to provide a positive experience and increase online learning effectiveness, especially during the COVID-19 crisis.Keywords: learning experience, online learning, PLS-SEM, COVID-19

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Delivering Synchronous Online Library Instruction at a Large-Scale Academic Institution

Cited by 4 publications

References 14 publications

Online Teaching Experiences of ELT Instructors

Online Teaching Experiences of ELT Instructors

The Effect of Literacy Skills on the Critical Thinking Skills of Mathematics Education Students

The Interplay of Information Literacy, Learning Facility, Learning Achievement & Motivation Toward Online Learning Experience During COVID-19 Crisis: PLS-SEM Approach

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