Online Webinars! Interactive Learning Where Our Users Are: The Future of Embedded Librarianship

Montgomery, Susan E.

doi:10.1080/15228959.2010.497467

Cited by 16 publications

(9 citation statements)

References 2 publications

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“…It forces all students to learn the same way, does not allow enough time to effectively teach information literacy skills, and does not promote active or deep learning (Anderson and May 2010;Farkas 2011;Gurney and Wilkes 2008;Montgomery 2010). Unlike the one-shot model which is constrained by course schedules, the number of available librarians, and their workload, online tutorials can be more easily scaled to large numbers of students (Williams 2009).…”

Section: Reasons For Online Instructionmentioning

confidence: 99%

Incorporating Online Instruction in Academic Libraries: Getting Ahead of the Curve

Dewan

Steeleworthy

2013

Journal of Library & Information Services in Distance Learn

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A sea change in higher education is shaping the way many libraries deliver instruction to their students and faculty. Years of technological innovation and changes in the way that people discover and use information has made online instruction an essential part of a library's teaching and learning program. In order to evaluate our library's online instruction program and to determine its future goals, we analyzed the technology, pedagogical models, organizational structures, administrative supports, and partnerships we would need in order to succeed. Our findings may be useful for libraries reassessing their own online instruction programs.

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Section: Reasons For Online Instructionmentioning

confidence: 99%

Incorporating Online Instruction in Academic Libraries: Getting Ahead of the Curve

Dewan

Steeleworthy

2013

Journal of Library & Information Services in Distance Learn

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“…Web conferences offer significant potential in terms of the collaborative elements of synchronous technologies, namely: the ability to give, receive and discuss information, and to generate new knowledge in a connectivist, real-time, two-way format (Giannakos & Vlamos, 2012). Web conferencing is therefore increasingly being adopted in higher education to complement face-to-face interaction (Montgomery, 2010) for example as additional tutorials. In exploring the students' perceptions of web conferencing-based tutorials, a questionnaire was administered.…”

Section: Resultsmentioning

confidence: 99%

“…Web 2.0 technologies allow synchronous online learning tools by connecting students, instructors and information in virtual classrooms facilitated by web conferencing (Wang & Hsu, 2008). While web conferencing is increasingly being adopted in higher education, this has in many instances not been to replace face-to-face interaction (Wang & Woo, 2007) but to complement face-to-face interaction (Montgomery, 2010). This extension of the physical classroom could mitigate some concerns about the use of technology leading to an overdependence on computers, that could result in insufficient human contact between students and their instructor (Keller & Cernerud, 2002;Hamburg & Lindecke, 2003).…”

Section: Connecting Students Instructors and Information Onlinementioning

confidence: 99%

“…This extension of the physical classroom could mitigate some concerns about the use of technology leading to an overdependence on computers, that could result in insufficient human contact between students and their instructor (Keller & Cernerud, 2002;Hamburg & Lindecke, 2003). In extending the classroom, the instructor could, depending on the needs of the students, schedule numerous web conferences at various times, connecting students with information tailored to assist them with particular academic problems identified in the physical classroom (Montgomery, 2010). There is, however, little evidence-based enquiry of the effect of web conferencing on students' academic performance (Lim et al, 2006;Hunter, 2007;Tallent-Runnels et al, 2006;O'Flaherty & Laws, 2014).…”

Section: Connecting Students Instructors and Information Onlinementioning

confidence: 99%

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Web conferencing-based tutorials: student perceptions thereof and the effect on academic performance in accounting education

Coetzee

Schmulian

Coetzee

2017

Accounting Education

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This study explores undergraduate accounting students' perceptions of web conferencing-based tutorials, in a developing country, South Africa. In addition, this study explores the effect of these tutorials on academic performance. Understanding the perceptions of students regarding the effectiveness of using web conferencing is both influential and critical to the success or failure of the integration of web conferencing in accounting education. In general, attendance of web conference-based tutorials was found to positively and statistically significantly impact the students' academic performance, and the majority of the respondents agreed that regularly attending the web conferences and connecting with instructors improves their academic performance. These findings offer support for the continued use of web conferencing as a beneficial teaching and learning intervention. While this study is limited to a single site, the positive results of this study may encourage other instructors to explore web conferencing tutorials and enable subsequent multiple site investigations.

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“…In a study by Montgomery (2009), embedding a librarian in a course enhanced student learning by connecting students with reliable resources, providing instruction via online webinars, giving them an interactive learning experience, and using webinars as a way to be where users and resources are.…”

Section: Introductionmentioning

confidence: 99%

Connecting Graduate Students Across the World With Research Web-Conferences

Al-Jarf

2018

AJEEL

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This article describes a series of training web-conferences in which graduate students majoring in linguistics in Australia, UK, USA and Saudi Arabia participated. The web-conferences aimed at developing graduate students’ electronic searching skills in linguistics, to introduce them to latest trends and developments in linguistic research, and to communicate with expert linguists worldwide. They were initiated, organized and hosted by the Saudi Linguists’ Society (SAL) created a Saudi graduate student studying in the U.K. Since SAL has a limited budget, free web-conferencing software, such as PalTalk, Skype, How-to Geek and WEbex, were tried out. Graduate students could register in the web-conferences for free. SAL’s web-conferencing coordinator who was a graduate student in Australia invited the speakers, selected the web-conferencing theme, prepared the web-conference poster, announced them in the SAL website and on its Facebook page, scheduled them, and registered the participants. Steps in preparing for and conducting the training web-conferences are given. Participants’ views on the benefits and shortcomings of training web-conferences are reporte,and recommendations for conducting effective training web-conferences and for extending free web-conferencing and webinar tools to other educational settings in Saudi Arabia are given. In general, the participants found the training web-conferences cost-effective and beneficial.

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Online Webinars! Interactive Learning Where Our Users Are: The Future of Embedded Librarianship

Cited by 16 publications

References 2 publications

Incorporating Online Instruction in Academic Libraries: Getting Ahead of the Curve

Incorporating Online Instruction in Academic Libraries: Getting Ahead of the Curve

Web conferencing-based tutorials: student perceptions thereof and the effect on academic performance in accounting education

Connecting Graduate Students Across the World With Research Web-Conferences

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