Library Connection: An Interactive, Personalized Orientation for Online Students

Raish, Victoria; Behler, Anne

doi:10.1080/1533290x.2018.1499247

Cited by 7 publications

(6 citation statements)

References 39 publications

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“…Links are provided to Library pages with practical tutorials on transferrable topics such as critical thinking, brainstorming and mind-mapping, referencing and more. This section also aims to help students understand their assignment tasks better, develop search strategies and use the Library databases effectively as well as the art of academic and research writing (Muping et al, 2006 ; Raish, & Behler, 2019 ) 5 Stay well & connected One of the larger sections of the MOLH and primarily non-academic focused, this section explores becoming and staying physically and mentally healthy, challenges that students can face that impact on both academic and non-academic wellbeing (Johnson, 2015 ; Khiat, 2015 ), as well as being connected (Horvath et al, 2019 ; Roddy et al, 2017 ) and staying safe online. The first topic introduces students to the practice and benefits of Mindfulness and proceeds to provide a suite of tailor made mindfulness activities for students to help with study, work and life.…”

Section: Methodsmentioning

confidence: 99%

Out of sight, but not out of mind: a case study of the collaborative development of a university-wide orientation resource for online students

Garivaldis

Chung

Braganza

et al. 2022

Education Tech Research Dev

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The global online education sector has been rising rapidly, particularly during and after the events of 2020, and is becoming mainstream much sooner than expected. Despite this, research studies report higher levels of perceived isolation, difficulties with engagement, and higher attrition rates in online compared to equivalent on-campus programs. Reasons include restrictions to the type of institutional support accessible by online students, and the lack of comprehensiveness of orientation resources. This paper describes the collaborative efforts by a cross-faculty academic team, supported by a community of practice, to create a university-wide online orientation resource—the Monash Online Learning Hub (MOLH). The development of the MOLH involved multiple phases, including an analysis of current practice, resource design and content creation, formative evaluation by staff and students, and successful integration into the university’s mainstream student orientation platform for widescale implementation. The methods adopted were varied, and involved generating both qualitative and quantitative data across multiple phases of development from online education experts at the University, that culminated in the gradual building and refinement of the MOLH. Final outcomes, implications and lessons learned are also discussed in this paper.

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Section: Methodsmentioning

confidence: 99%

Out of sight, but not out of mind: a case study of the collaborative development of a university-wide orientation resource for online students

Garivaldis

Chung

Braganza

et al. 2022

Education Tech Research Dev

View full text Add to dashboard Cite

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“…An impressive aspect of online pedagogy using BC is that it is purportedly convenient for both the lecturer and the students (Raish and Behler, 2018). Similarly, it provides flexible access and new methods of communication between students and lecturers (Heirdsfield et al, 2011).…”

Section: Prospects Of Bc For Law Pedagogymentioning

confidence: 99%

Using Blackboard Collaborate for Law Pedagogy Amid a Spiraling Covid-19 Pandemic in a Historically Disadvantaged Black South African University

Odeku

2021

JESR

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The COVID-19 continues to threaten and ravage human beings and all aspects of human existence and activities of which the educational sector is one of the hardest hit. This notwithstanding, the sector has decided to deal decisively with the various challenges such as the continuation of law pedagogy amid the pandemic. This paper emphasizes the uniqueness of providing and delivering law pedagogy predominately through online resources and tools in virtual classroom settings and spaces. The paper established that the traditional in-person, face-to-face classroom settings and spaces have been disrupted by the pandemic and as such, innovative methods of delivering law pedagogy such as the use of one of the most potent pedagogical tools, the Blackboard Collaborate (BC) to conduct and deliver law modules to law students becomes imperative. This paper examines the novel system, its challenges, and prospects. Received: 4 March 2021 / Accepted: 15 April 2021 / Published: 10 May 2021

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“…In 2014 Bixler asserted that "the entire research base for digital badging is in its infancy" (p. 1). Now in 2020, the research base has grown considerably as the drive toward sustainable instruction and authentic assessment (Raish and Behler, 2019), effective badge design (Rosenberger, 2018), and increased learner autonomy or engagement (Farmer and West, 2016;Ford, et al, 2015) supports a diverse collection of scholarship related to micro-credentialing in higher education. One area of note is the use of micro-credentialing to assist with scalability in information literacy instruction.…”

Section: Microcredentials In Higher Educationmentioning

confidence: 99%

“…Keller (2010, p. 7) describes motivation as, “[…] that which explains people’s desires and choices, as reflected in expectancy-value theory, while volition refers to the actions people take to achieve a goal.” Motivation is of particular concern when content is delivered digitally as the online environment can inherently hinder learning (Raish and Behler, 2019). Keller’s ARCS model is a generally accepted way to assess student learning motivation.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Befus and Byrne (2011) demonstrate developing not only a course geared at first-year students, both those in the Federal TRIO program at Wayne State University. Raish and Behler (2019) write about their efforts to support the fully online student community at Pennsylvania State University. Even within a single institution, there may be multiple approaches to online instruction.…”

Section: Literature Reviewmentioning

confidence: 99%

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Developing and evaluating an asynchronous online library microcredential: a case study

Peacock

Grevatt

Dworak

et al. 2020

RSR

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Purpose This paper aims to describe the evolution of an academic library’s approach to first-year student information literacy instruction from face-to-face instruction to a fully integrated online microcredential. The design considerations, motivation theory and evaluation methods used to create and evaluate the course are also discussed, with implications for future library microcredential design, integration and research in campus first-year seminar courses. Design/methodology/approach In this paper, a multi-method approach is used to evaluate an undergraduate asynchronous online information literacy microcredential embedded in a first-year seminar. Two methods (Likert scale survey and coded reflection essays) were used to evaluate whether one method may be more beneficial than the other in future iterations of evaluating microcredentials. Findings In looking at a complex cognitive process such as motivation, multiple approaches to analyzing student thoughts may be beneficial. In addition, the role of the first-year seminar instructor, to help students make a connection to library material, is reinforced as is the need to provide students with accurate expectations for time required to complete online asynchronous microcredential courses. Originality/value This paper addresses the evaluation of microcredentials in academic libraries and also has implications for other campus departments investigating the creation of microcourses that are integrated into campus programs. These implications can be addressed in the design and development phases of the microcredential using Keller’s attention, relevance, confidence and satisfaction model, and in turn, can be improved through iterative evaluation cycles using collected student data.

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Library Connection: An Interactive, Personalized Orientation for Online Students

Cited by 7 publications

References 39 publications

Out of sight, but not out of mind: a case study of the collaborative development of a university-wide orientation resource for online students

Out of sight, but not out of mind: a case study of the collaborative development of a university-wide orientation resource for online students

Using Blackboard Collaborate for Law Pedagogy Amid a Spiraling Covid-19 Pandemic in a Historically Disadvantaged Black South African University

Developing and evaluating an asynchronous online library microcredential: a case study

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