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A Trial of Story-based Introduction, Case Assignment and Peer Review in Information Literacy Classes
PROCEEDINGS

, J. F. Oberlin University, Japan

EdMedia + Innovate Learning, in Vienna, Austria ISBN 978-1-880094-65-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

This research aimed to improve the degree of understanding and satisfaction of students in Information Literacy classes at a university. The study goal was to acquire spreadsheet and data analysis skills using Microsoft Excel. The classes in 2006 were redesigned with interesting, intelligent and interactive (i.e., ‘3I’) factors. Firstly, an interesting story-based class introduction nurtured students’ curiosity. Secondly, students undertook challenging assignments requiring intelligent answers. Thirdly, submitted assignment files were peer-reviewed by fellow students in an interactive and collaborative learning process. Each student then received a feedback report from the teacher. The research question posed was to investigate to what extent the integration of ‘3I’ factors, into an Information Literacy class, was effective for enhancing students’ satisfaction and learning. The effectiveness of this ‘3I’ trial was examined based on the results of questionnaires and examinations.

Citation

Kasami, N. (2008). A Trial of Story-based Introduction, Case Assignment and Peer Review in Information Literacy Classes. In J. Luca & E. Weippl (Eds.), Proceedings of ED-MEDIA 2008--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2637-2646). Vienna, Austria: Association for the Advancement of Computing in Education (AACE). Retrieved October 16, 2019 from .

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