Search results
1 – 10 of over 8000Bryan Tronstad, Lori Phillips, Jenny Garcia and Mary Ann Harlow
The purpose of this paper is to report on the results of a study that assessed whether students learned information literacy concepts after taking the interactive online…
Abstract
Purpose
The purpose of this paper is to report on the results of a study that assessed whether students learned information literacy concepts after taking the interactive online Tutorial for Information Power (TIP).
Design/methodology/approach
The methodology and design involved a pre‐ and post‐test assessment of students who completed an online tutorial.
Findings
Students who spent more time working through the tutorial had a statistically significant increase from their post‐test to their pre‐test scores.
Research limitations/implications
Statistically significant results reported from this study are of interest to the educational community involved with the teaching and assessment of information literacy.
Practical implications
This study offers a successful model for evaluating student learning from an online tutorial.
Originality/value
This study is one of the few in the literature addressing the assessment of information literacy and online tutorials.
Details
Keywords
Ratnam Alagiah, Debbie Delaney and Lisa McManus
This study provides some empirical evidence of the relationship between face‐to‐face contact for accounting students by comparing their performance with their attendance…
Abstract
This study provides some empirical evidence of the relationship between face‐to‐face contact for accounting students by comparing their performance with their attendance at tutorials. Previous research has shown that there was no significant difference in the performance of students, measured by their results, between students who attended tutorials and lectures with those who did not. Internal students who had face‐to‐face contact outscored those who did not attend lectures and tutorials. This suggests that attendance does explain performance. Consistent with previous studies, we posit that students who attended tutorials have a greater possibility of scoring a higher mean average grade than those who did not attend tutorials. We hypothesise that attendance at tutorials is useful and is conducive to better learning in accounting at the undergraduate levels. With debate about converting all accounting undergraduate courses into the flexible mode over the horizon, this study provides some empirical evidence to accounting students, accounting academics and university administrators as to the suitability of learning and teaching modes in accounting at the undergraduate level.
Annie Armstrong and Helen Georgas
The purpose of the paper is to measure the effectiveness of a highly interactive animated tutorial that aims to teach basic information literacy concepts to undergraduates…
Abstract
Purpose
The purpose of the paper is to measure the effectiveness of a highly interactive animated tutorial that aims to teach basic information literacy concepts to undergraduates and to determine which factors enhance online learning.
Design/methodology/approach
The tutorial was evaluated using 30 undergraduate students. Each test consisted of a pre‐tutorial questionnaire and a post‐tutorial questionnaire.
Findings
Data from the evaluative testing of the tutorial shows that the tutorial is effective in imparting information literacy concepts to undergraduate students. Students responded positively to the interactivity and game‐like nature of the tutorial.
Originality/value
The high degree of interactivity and the game‐like quality of the tutorial are key factors in its success. Thus, developers should aim to incorporate these elements into future online tutorials for undergraduate students.
Details
Keywords
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…
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.
Stefanie Dennis and Kelly Broughton
Bowling Green State University Jerome Library’s Web tutorial, FALCON, models a standard library instructional session on the use of the library’s Web‐based catalog…
Abstract
Bowling Green State University Jerome Library’s Web tutorial, FALCON, models a standard library instructional session on the use of the library’s Web‐based catalog. Tutorials can be particularly helpful in reaching large numbers of students. The degree of interactivity and the design of a tutorial are dependent on the goals of its creators and the intended audience of the product. Several features make FALCON unique. It is interactive, self‐contained and focuses on a single resource. Interactivity is accomplished without scripts or forms. The tutorial’s self‐containment, achieved with a complex system of files and without a live catalog connection, enables users to learn how to search the catalog at their own pace, at a time or place of their choosing and without the threat of venturing into cyberspace. Future enhancements to the tutorial will include assessment and evaluation materials.
Details
Keywords
To evaluate the impact of an interactive online tutorial aiming to improve student citing and referencing practice.
Abstract
Purpose
To evaluate the impact of an interactive online tutorial aiming to improve student citing and referencing practice.
Design/methodology/approach
Action research involving three cycles of activity: identification of the most frequently occurring errors made by new undergraduates and postgraduates following instruction in citing and reference practice given in the autumn of 2002; creation of the tutorial for use by the same students in spring 2003, with the quizzes contributing to a portfolio assessment for the undergraduates. Comparison of the students’ performance before and after using the tutorial, monitoring through WebCT tracking facilities and usability tests with dyslexic students; adoption of the tutorial as the standard departmental practice, repeating the monitoring activities to compare the results with the previous year.
Findings
The results of the first cycle of activity showed a high number of errors, despite the instruction received by students, and the need to start the tutorial at an unanticipated basic level. The students responded positively to the tutorial and some improvements in practice were identified, although the tracking facilities revealed limited use by some undergraduates. Comparison of the errors made in 2003‐2004 with those of 2002‐2003 showed improvements all round.
Research limitations/implications
Some of the improvements may be accounted for by the change of practice part way through the previous academic year and other interventions.
Originality/value
The methods used will inform others wishing to carry out and evaluate online learning initiatives. It shows a qualified success in the use of online learning for this purpose.
Details
Keywords
This article aims to report on a usability study to assess whether students performed better after working through a screencast library tutorial or a web‐based tutorial…
Abstract
Purpose
This article aims to report on a usability study to assess whether students performed better after working through a screencast library tutorial or a web‐based tutorial with screenshots.
Design/methodology/approach
This qualitative study asked 21 students from diverse backgrounds and learning styles to take two learning style inventories prior to a usability study. The students then went through two short tutorials (a static web page tutorial with screenshots and a Camtasia screencast (video) tutorial, as well as a pre‐ and post‐test and debriefing for each. The “think aloud” protocol was used as their movements and voices were recorded using the Camtasia software.
Findings
The results of this study indicate that across all learning preferences students performed much better in recreating tasks when they used a static web page with screen shots than they did after viewing a screencasting tutorial.
Practical implications
Suggestions are offered for ways to create tutorials that are effective for multiple learning styles that will fit into a student's workflow.
Originality/value
Results of this study may help inform other librarians in ways to effectively design tutorials and learning objects to meet student needs.
Details
Keywords
This paper aims to explore innovative ways to integrate business information literacy and database instruction into courses that require in-depth research.
Abstract
Purpose
This paper aims to explore innovative ways to integrate business information literacy and database instruction into courses that require in-depth research.
Design/methodology/approach
This paper outlines the use of the instructional design process to effectively develop specialized Guide on the Side (GotS) tutorials for upper-level business students.
Findings
Students valued the interactive nature of the GotS tutorials and appreciated that the instruction was at point of need.
Research limitations/implications
This paper describes one librarian’s journey of creating interactive tutorials with the instructional design process. It is a starting point for other academic librarians looking to embed tutorials in courses.
Originality/value
GotS is an interactive tutorial software and librarians are looking for effective ways to incorporate online tutorials into their information literacy instruction.
Details
Keywords
The aim of this paper is to share the experiences and challenges faced by the Open University Library (OUL) in using screen capture software to develop online literature…
Abstract
Purpose
The aim of this paper is to share the experiences and challenges faced by the Open University Library (OUL) in using screen capture software to develop online literature search tutorials.
Design/methodology/approach
A summary of information literacy support at the OUL is provided as background information to explain the decision to experiment with screen capture software with particular subjects. A detailed consideration of the design, development and implementation stages of a literature search tutorial in information and communication technology is given before a critical appraisal of the problems encountered.
Findings
The paper highlights the challenges in writing and designing self‐guided online learning materials in a subject context. It considers the strengths and weaknesses of the particular screen capture software used, especially with regard to accessibility.
Practical implications
The paper is of interest not only to other academic libraries, but also any organisation seeking to publish online help or learning materials for different audiences.
Originality/value
This paper is the first to document the use of screen capture software for information literacy purposes in a UK academic library and distance‐learning context.
Details
Keywords
The purpose of this paper is to provide librarians with an alternative method to capture assessment from information literacy tutorials and produce reporting without the…
Abstract
Purpose
The purpose of this paper is to provide librarians with an alternative method to capture assessment from information literacy tutorials and produce reporting without the need of conventional learning management systems (LMS).
Design/methodology/approach
This study captures the procedure by which Monmouth University Library used its Association of College and Research Libraries Peer‐reviewed Instructional Materials Online (ACRL PRIMO)‐awarded plagiarism prevention tutorial to assess Adobe Connect's ability to function as a library‐based, librarian friendly LMS.
Findings
Both Adobe Captivate and Connect are effective tools that produce and report high quality data which can be shared with academic departments to build strong relationships and further information literacy initiatives. Adobe Captivate tutorials are easily developed and highly customizable; librarians can modify their work and publish updated learning tutorials instantaneously without LMS administrator involvement due to Adobe Connect's ability to function as an LMS.
Research limitations/implications
Although this study is limited to data captured from 1,600 users of the library's plagiarism prevention tutorial, it suggests that success may be reproduced with any online information literacy effort where assessment is required.
Practical implications
Practical implications consider how small college libraries can capture assessment without assistance from information technology departments.
Social implications
This work helps students avoid plagiarism, a serious epidemic in college libraries.
Originality/value
This review introduces alternative ways in which assessment and reporting may be achieved without conventional LMS.
Details