Elements of active learning in the online tutorials of ARL members

Abstract

Purpose

The purpose of this paper is to determine the extent of the use of active learning in the online tutorials of members of the Association of Research Libraries (ARL) and to compare these results with those found in a similar study done in 1999 by Nancy Dewald, and also to determine what major types of active learning these sites offer.

Design/methodology/approach

The focus of the study in this paper was on “stand‐alone” library skills tutorials, as opposed to those tutorials that need to be used in conjunction with an in‐person course in order to be effective. After defining what counts as a “tutorial” and “active learning”, ARL sites were reviewed to determine whether they employ elements of active learning.

Findings

This study found that the percentage of ARL tutorials that employ active learning is significantly greater than the percentage of such tutorials in Dewald's study. Also, some categories of the methods of active learning employed in these tutorials are determined and examples for each category are provided.

Research limitations/implications

Because web page content is fluid and open to frequent changes, the findings of this study may not be accurate by the time of publication.

Originality/value

This paper updates and expands on (by focusing on ARL members) the findings of Dewald's original study of online tutorials. Also, the categories of active learning discussed and the examples of these provided can offer some aid to libraries that wish to add to or expand the use of active learning in their online tutorials.

Citation

Hrycaj, P.L. (2005), "Elements of active learning in the online tutorials of ARL members", Reference Services Review, Vol. 33 No. 2, pp. 210-218. https://doi.org/10.1108/00907320510597417