Information Literacy Successes Compared: Online vs. Face to Face

Burkhardt, Joanna; Kinnie, Jim; Cournoyer, Carina

doi:10.1080/01930820802289425

Cited by 18 publications

(17 citation statements)

References 7 publications

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“…These findings support those of previous studies, which found higher outcomes in online courses compared with F2F courses (Burkhardt et al, 2008;Connolly et al, 2007;Lim et al, 2008). These findings support those of previous studies, which found higher outcomes in online courses compared with F2F courses (Burkhardt et al, 2008;Connolly et al, 2007;Lim et al, 2008).…”

Section: Discussionsupporting

confidence: 92%

“…Specifically, although some studies found no significant differences between the course formats in learning outcomes (Lim et al, 2007;Neuhauser, 2010), others found that students reported higher achievements and performance in online learning (Burkhardt, Kinnie, & Cournoyer, 2008;Connolly, MacArthur, Stansfiled, & McLesslan, 2007;Lim, Kim, Chen, & Ryder, 2008;Navarro & Shoemaker, 2000). Moreover, similar results were found in studies, which examined differences in final grades and satisfaction among students who participated in different methods (F2F or online) of the same course.…”

Section: Learning Outcomes In Online Courses Versus F2f Coursesmentioning

confidence: 58%

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Effectiveness of learning in online academic courses compared with face‐to‐face courses in higher education

Soffer

Nachmias

2018

Computer Assisted Learning

135

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This study examined the effectiveness of 3 online courses compared with the same 3 courses in a face‐to‐face (F2F) format, which had the same characteristics (e.g., the same instructor and final exam content and place). Effectiveness was examined by utilizing a wide range of variables, including 2 objective measures (N = 968): grades and completion rate; and 9 subjective measures (N = 360): 7 measures include instructional aspects (course structure, learning content, lessons watched, assignments, communication), engagement, and satisfaction. Findings indicate significant differences between online and F2F courses in most of the examined variables. Students in the online courses reported better understanding of the course structure, better communication with the course staff, watching the videos lessens more, and higher engagement and satisfaction. Students in the F2F courses reported better contribution of the learning content. Students' final grades were higher in the online courses, and no differences were found in the completion rate. The findings suggest that in many of the examined effectiveness aspects, online courses are as effective as, or more effective than, F2F courses. Interpretations of the findings are discussed.

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Section: Discussionsupporting

confidence: 92%

Section: Learning Outcomes In Online Courses Versus F2f Coursesmentioning

confidence: 58%

Effectiveness of learning in online academic courses compared with face‐to‐face courses in higher education

Soffer

Nachmias

2018

Computer Assisted Learning

135

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“…A comparison of the learning outcomes of students in an online information literacy credit course and the same course offered face-to-face at the University of Rhode Island showed that the online students performed as well as students in the face-to-face course. 21 An earlier iteration of the information literacy assessment at URI Libraries and faculty anecdotes demonstrated that the credit course was valuable in gaining information literacy competencies. 22 Mulherrin et al 23 describes the impact of a required online credit course at the University of Maryland University College that was developed for the General Education Program.…”

Section: July 2012mentioning

confidence: 99%

Why One-shot Information Literacy Sessions Are Not the Future of Instruction: A Case for Online Credit Courses

Mery

Newby²,

Peng³

2012

CRL

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This paper reports on a research project that examined the test scores of students who took part in an online information literacy course. Researchers analyzed the pre-and post-test scores of students who received different types of instruction including a traditional one-shot library session and an online course. Results show that students who participated in the online course demonstrated significant improvement in their test scores compared to the other students. This study shows freshman students' needs for more comprehensive information literacy instruction. It also shows that information literacy instruction can be effective when delivered online. BackgroundThe University of Arizona Libraries (UAL) has had a decades-long history of working with the English Department's Freshman Writing Program in support of the goals of the General Education Curriculum. Until recently, information literacy (IL) instruction for composition courses had traditionally taken the form of one-shot, fifty-minute sessions for individual course sections. However, beginning in late 2008, the libraries strategically began moving more of their instructional activities online in an effort to more efficiently and effectively deliver information literacy instruction to a greater number of students in an anytime/anywhere environment. With a yearly increase in

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“…Numerous institutions have experimented with face-to-face, online, and blended forms of instruction and there seems to be no common or definitive conclusion; one can easily find examples to support both sides of the debate. (Adolphus, 2009;Anderson and May, 2010;Burkhardt et al, 2008;Herring et al, 2009;Hines, 2008;Holman, 2000;Jayne, 2000: Reid, 2009). One reason for this is that online instruction is still relatively new and instructors are still experimenting, developing best practices and discovering the relative merits and drawbacks (Reid, 2009).…”

Section: Does the Methods Of Il Instruction Matter?mentioning

confidence: 99%

Information literacy instruction for satellite university students

Nicholson

Eva

2011

Reference Services Review

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Library Administration at the University of Lethbridge recently decided to explore options for providing information literacy instruction to students enrolled in the introductory academic writing course at the University's two satellite locations. This was motivated both by fiscal restraints as well as a desire to explore using information technology to provide enhanced library service to satellite campus students on an ongoing basis. After conducting an extensive literature review, a scan of practices for distance learning in libraries at other institutions, and exploring a variety of technological options, it was decided that information literacy sessions would be provided at these campuses via a live Skype video call. In the Fall of 2010, this was attempted with five sections of Writing 1000. Despite some technical challenges, this pilot was determined to be largely successful. In the Spring 2011 term a similar project was undertaken with some minor modifications based on the lessons learned in the previous term. In addition, students were provided with additional information literacy instruction via online tutorials that were developed for Writing 1000 students at all three locations, including the main campus. This paper provides a broad outline of the current climate in adult information literacy for distance education students according to our research. The successes, challenges and lessons learned from our pilot project are also shared.

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Information Literacy Successes Compared: Online vs. Face to Face

Cited by 18 publications

References 7 publications

Effectiveness of learning in online academic courses compared with face‐to‐face courses in higher education

Effectiveness of learning in online academic courses compared with face‐to‐face courses in higher education

Why One-shot Information Literacy Sessions Are Not the Future of Instruction: A Case for Online Credit Courses

Information literacy instruction for satellite university students

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