Developing online instruction according to best practices

Abstract

To meet the growing online and face-to-face library instruction needs of a large research university, a team of librarians set out to develop asynchronous online instruction of sufficient quality to supplement and replace classroom teaching. This report describes the best practices that were identified from a review of the literature, the instructional design process that was used to implement these practices in a pedagogically effective way, the results of pilot testing of the instruction, and implications for future practice. The result is a template for development that can be used by other librarians seeking to develop robust, effective, and accessible online learning objects, whether to reach out to online learners or improve the scalability of information literacy instruction.

Information Literacy Instruction in Asynchronous Online Courses: Which Approaches Work Best?

“…13 In "Scalable Equals Asynchronous, and Asynchronous Equals Boring," Thompson and Carrier looked at a combination of Guide on the Side instruction and exercises and short videos, 14 and in "Developing Online Instruction According to Best Practices," Lierman and Santiago piloted a series of recorded "lessons" and accompanying exercises for librarians to use. 15 As these studies show, the term "digital learning objects" can refer to different things. Common characteristics among the objects these studies employed included that they all allowed for predelivery construction, repeated use without much additional work, and delivery to students in the absence of the librarian.…”

Information Literacy: Making Asynchronous Learning More Effective With Best Practices That Include Humor

“…Of the general strategies recommended for both library and non-library programs, the most frequently mentioned was that of active learning (Acevedo 2020;Chickering & Gamson, 1987;Franklin et al, 2021;Gahl et al, 2020;Lierman & Santiago, 2019;Robinson & Bawden, 2017;Saunders, 2018). That is, learning where students are motivated to actively engage and not just click on links.…”

Developing Universal Design for Learning Asynchronous Training in an Academic Library

“…Backwards design (i.e., designing content with the end goal in mind) helps achieve this structure, and learning goals should help dictate the organization and structure of online learning material (Dell et al, 2015;Mesmer-Magnus & Viswesvaran, 2010). Additional recommendations include using consistent formatting, chunking information, decreasing extraneous load, and managing intrinsic load (Lierman & Santiago, 2019;O'Malley, 2017;van Merriënboer & Sweller, 2010). Eichelberger and Leong (2019) argued technical issues in online learning environments create "insurmountable barriers" (p. 130) for learners and instructors.…”

“…While academic librarians are often tasked with teaching course-related content, they are also expected to teach learning skills, such as communication skills and research skills (Bliquez & Deeken, 2016;Raju, 2017). When library instruction is asynchronous, learners must have autonomy over their learning so they may independently acquire the skills they need to become lifelong learners (Hanover Research, 2013;Lierman & Santiago, 2019). Developing content that supports learner efficacy and autonomy helps learners become more proficient in managing their time, setting goals, taking initiative, and organizing workflow (Bracknett et al, 2015).…”