Search results

1 – 10 of over 38000
Article
Publication date: 2 September 2014

Amanda E. Major, S. Raj Chaudhury, Betsy M. Gilbertson and David T. King Jr

The purpose of this paper is to understand the lived experiences from the voice of the authors (a science professor, an instructional designer, a distance learning doctoral…

Abstract

Purpose

The purpose of this paper is to understand the lived experiences from the voice of the authors (a science professor, an instructional designer, a distance learning doctoral intern, and a distance learning director) in the process of transitioning a face-to-face science course to online modality at a large, research university.

Design/methodology/approach

The method of this qualitative inquiry involves a personal narrative approach in which the authors reflect on their experiences of this process and analyze it through writing.

Findings

The findings examine the challenges of moving a traditional course online and reiterate the value of a team approach to ensure its quality. The narrative offers clarity to the different phases of such a project and can enhance decision making among those involved in course design and delivery, as well as administrators incentivizing the conversion of traditional courses to the online modality.

Practical implications

Online education has emerged as a viable solution. The challenges and rewards of transitioning face-to-face courses to distance learning modalities are well documented, even for a senior science educator.

Social implications

Universities face several modern day challenges, including reductions in state appropriations, lack of available space for classes, challenges of engaging a technologically savvy generation, and preparing students for a global marketplace.

Originality/value

To support faculty members’ transition to online education, universities offer instructional design support, where ideas are exchanged with faculty members to ensure pedagogically sound and engaging distance learning. The authors conclude with recommendations for both practice and future research in the area of practice and process improvement for diffusion of online courses at traditional universities, one course at a time. This is important to those beginning to transition course offerings online.

Details

Journal of Applied Research in Higher Education, vol. 6 no. 2
Type: Research Article
ISSN: 2050-7003

Keywords

Article
Publication date: 1 March 2006

Stephen Mutula, Trywell Kalusopa, Kgomotso Moahi and Justus Wamukoya

The purpose of this paper is to present findings of the design and implementation of an online information literacy module to first‐year students at the University of Botswana.

2476

Abstract

Purpose

The purpose of this paper is to present findings of the design and implementation of an online information literacy module to first‐year students at the University of Botswana.

Design/methodology/approach

The study population consisted of 103 first‐year students in the Department of Library and Information Studies. The population was divided into three equal groups of 34, 34 and 35, respectively, and each assigned a two‐hour slot in the smart computer laboratory weekly for five consecutive weeks, to cover five information literacy topics online. Each group was assigned a tutor who received assignments online and graded them. Each topic was followed by questions for students to answer.

Findings

Findings generally revealed that impartation of information literacy through the online mode could improve students' competencies perhaps more than the face‐to‐face instruction approach. Furthermore, respondents preferred a blended instruction approach to a single learning mode. Contrary to expectations, online instruction might not minimise the copying of each other's work among students to a great extent. Finally, online instruction does not necessarily reduce the amount of workload for staff and students, instead more time is needed to design and administer the course.

Research limitations/implications

The study was limited to first year students in the LIS department. A similar study involving all departments in the University of Botswana would shed more light on the level of information literacy competency among first year students from a cross‐disciplinary perspective.

Practical implications

The major outcome of the study is a re‐usable online information literacy module. The study findings could also be useful in developing interventions to improve the design and delivery of online courses.

Originality/value

Information literacy is a key challenge facing educators all over the world. Case studies such as this provide unique and comparative experiences that advance existing knowledge. For the University of Botswana, the study provides a first insight into the impact of e‐learning on information literacy competency since the implementation WebCT in 2002.

Details

Online Information Review, vol. 30 no. 2
Type: Research Article
ISSN: 1468-4527

Keywords

Article
Publication date: 12 April 2022

Pooja Goel, Sahil Raj, Aashish Garg, Simarjeet Singh and Sanjay Gupta

Massive open online courses (MOOCs) are among the most recent e-learning initiatives to gain widespread acceptance among universities. However, despite MOOCs' “much-documented”…

Abstract

Purpose

Massive open online courses (MOOCs) are among the most recent e-learning initiatives to gain widespread acceptance among universities. However, despite MOOCs' “much-documented” benefits, many questions are being raised late regarding the long-term sustainability of the open online teaching e-learning model. With high dropout rates in MOOCs courses, recent research has focused on the challenges limiting MOOCs’ growth. But most of the research is directed toward students’ perspectives, leaving the instructors’ perspective. One of the most important aspects of instructors’ perspective is the motivation for MOOCs' development and delivery.

Design/methodology/approach

The present study collected the data from 25 MOOC developers of Indian origin. To prioritize or rank the motivational factor behind developing a MOOC, a fuzzy-analytical hierarchical process (F-AHP) technique was applied to the data set. The primary motivational factors considered for the study were professional development, altruism, personal development, institutional development, intrigue, monetary benefits and peer influence.

Findings

The results showed that professional development and personal development are two prime motives that drive MOOCs development. Monetary benefits and peer influence were the least important factors among all the factors considered for the study.

Originality/value

Previous studies have identified and modeled the motivational factors that contribute toward developing MOOCs. However, there was little knowledge about the hierarchy among the motivating factors. The present study fills this gap by establishing the ranking of motivational factors responsible for MOOCs development.

Peer review

The peer review history for this article is available at: https://publons.com/publon/10.1108/OIR-04-2021-0205.

Details

Online Information Review, vol. 47 no. 1
Type: Research Article
ISSN: 1468-4527

Keywords

Article
Publication date: 1 December 2004

Susan Clayton

Provides insight into one university library's experience in delivering library instruction to off‐campus students in the School of Business and the School of Education while also…

995

Abstract

Provides insight into one university library's experience in delivering library instruction to off‐campus students in the School of Business and the School of Education while also exploring such issues as library instruction for graduate students, face‐to‐face instruction at off‐campus centers, uses of technology, faculty interaction, student needs, and librarian logistics. Examines the literature on this topic, to: review the current services offered to off‐campus students, review how the off‐campus library instruction takes place, discuss developments for the future, and present recommendations for improving the service. Finds that, at the University of Redlands, off‐campus library services are experiencing a time of growth. A goal of the library and the University to provide personalized library instruction to graduate students is gradually being realized. The off‐campus students are beginning to receive services equal to library services received by on‐campus students. Proposes that this study could be used to assist other colleges and universities in developing a program for library instruction for off‐campus students.

Details

Reference Services Review, vol. 32 no. 4
Type: Research Article
ISSN: 0090-7324

Keywords

Article
Publication date: 6 April 2017

Allam Ahmed

The emergence of “knowledge economies” brings along new lenses to organizational management and behaviour. One of the key concepts at the heart of this new wave is knowledge…

Abstract

Purpose

The emergence of “knowledge economies” brings along new lenses to organizational management and behaviour. One of the key concepts at the heart of this new wave is knowledge management (KM). The purpose of this paper is to scrutinize how KM is taught and discussed within the context of business schools around the UK.

Design/methodology/approach

The general research question is: how do top 40 business schools in the UK understand, teach and implement KM in their teaching? To answer this question, the author reviewed the curriculums of leading schools and contacted all schools to collect more information and data.

Findings

The study reveals that KM has yet to carve a self-standing place for itself within taught programmes in UK business schools.

Research limitations/implications

The study’s methodological design can explore the relevance of KM as a term, but it can only provide limited perspective into how this complex and multidimensional concept is operationalized in business schools’ curriculums. Moreover, the capacity of business schools to frame KM holistically is beyond the scope of this research.

Practical implications

Framing KM discourse within the relevant academic literature, this paper outlines that, while KM is being scrutinized as a research topic, interest in KM has yet to be translated into a widespread integration of KM as a taught skill within business schools.

Originality/value

The study is considered as one of the first attempts to investigate how KM is understood, taught and implemented in teaching and curriculum design within the UK business schools.

Details

World Journal of Science, Technology and Sustainable Development, vol. 14 no. 2/3
Type: Research Article
ISSN: 2042-5945

Keywords

Content available
Book part
Publication date: 4 June 2019

Terry Gibson

Abstract

Details

Making Aid Agencies Work
Type: Book
ISBN: 978-1-78769-509-2

Article
Publication date: 1 July 2002

Marcus Pailing

Feels the e‐learning industry has been the victim of a lot of hype, without producing the growth that has been expected by commentators and players within the industry. Seeks to…

2936

Abstract

Feels the e‐learning industry has been the victim of a lot of hype, without producing the growth that has been expected by commentators and players within the industry. Seeks to explain why the e‐learning has fared better in the USA than elsewhere, and highlights some of the problems that e‐learning providers and clients face to prevent the expected level of growth. Shows that e‐learning has a valid and beneficial role to play, and outlines some of the areas where it can play a useful role: in particular for training in a regulatory environment, for training large numbers of geographically‐dispersed people, and for reducing time spent on topics such as induction and product training. Discusses the issue of “blended” learning in this context, showing how e‐learning is best used as a complement to traditional methods of training and should not be viewed as a replacement.

Details

Industrial and Commercial Training, vol. 34 no. 4
Type: Research Article
ISSN: 0019-7858

Keywords

Article
Publication date: 8 October 2018

Anna Marie Johnson, Amber Willenborg, Christopher Heckman, Joshua Whitacre, Latisha Reynolds, Elizabeth Alison Sterner, Lindsay Harmon, Syann Lunsford and Sarah Drerup

This paper aims to present recently published resources on information literacy and library instruction through an extensive annotated bibliography of publications covering all…

6481

Abstract

Purpose

This paper aims to present recently published resources on information literacy and library instruction through an extensive annotated bibliography of publications covering all library types.

Design/methodology/approach

This paper annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2017 in over 200 journals, magazines, books and other sources.

Findings

The paper provides a brief description for all 590 sources.

Originality/value

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

Details

Reference Services Review, vol. 46 no. 4
Type: Research Article
ISSN: 0090-7324

Keywords

Article
Publication date: 31 August 2021

Tessa Withorn, Jillian Eslami, Hannah Lee, Maggie Clarke, Carolyn Caffrey, Cristina Springfield, Dana Ospina, Anthony Andora, Amalia Castañeda, Alexandra Mitchell, Joanna Messer Kimmitt, Wendolyn Vermeer and Aric Haas

This paper presents recently published resources on library instruction and information literacy, providing an introductory overview and a selected annotated bibliography of…

5253

Abstract

Purpose

This paper presents recently published resources on library instruction and information literacy, providing an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts.

Design/methodology/approach

This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2020.

Findings

The paper provides a brief description of all 440 sources and highlights sources that contain unique or significant scholarly contributions.

Originality/value

The information may be used by librarians, researchers and anyone interested in a quick and comprehensive reference to literature on library instruction and information literacy.

Details

Reference Services Review, vol. 49 no. 3/4
Type: Research Article
ISSN: 0090-7324

Keywords

Article
Publication date: 9 November 2015

Robert Detmering, Anna Marie Johnson, Claudene Sproles, Samantha McClellan and Rosalinda Hernandez Linares

This paper aims to provide an introductory overview and selected annotated bibliography of recent resources on library instruction and information literacy across all library…

5285

Abstract

Purpose

This paper aims to provide an introductory overview and selected annotated bibliography of recent resources on library instruction and information literacy across all library types.

Design/methodology/approach

It introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2014.

Findings

It provides information about each source, discusses the characteristics of current scholarship and highlights sources that contain unique or significant scholarly contributions.

Originality/value

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

Details

Reference Services Review, vol. 43 no. 4
Type: Research Article
ISSN: 0090-7324

Keywords

1 – 10 of over 38000