Analysis of Online Students’ Use of Embedded Library Instruction in a Graduate Educational Technology Course
Swapna Kumar, Mary Edwards, Marilyn Ochoa, University of Florida, Gainesville, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Orlando, Florida, USA ISBN 978-1-880094-83-9 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA
Online students in a graduate educational technology course were provided with online library instruction and support to help them access library resources and successfully use online research databases. Students viewed online videos, used online resources and interacted with librarians on the discussion forum. Log data from the Learning Management System were analyzed for students’ access and use of resources and participation in discussions. The analysis indicated that students were more likely to access and use library resources that assisted them with specific course assignments. Library instruction resources about accessing databases or different types of publications were not used as much as those that helped students with citations or annotated bibliographies. As more universities offer online programs, and as larger numbers of students enroll in online courses, it is important to find ways to embed information literacy instruction within online course curriculum to support off-campus students.
Kumar, S., Edwards, M. & Ochoa, M. (2010). Analysis of Online Students’ Use of Embedded Library Instruction in a Graduate Educational Technology Course. In J. Sanchez & K. Zhang (Eds.), Proceedings of E-Learn 2010--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 664-671). Orlando, Florida, USA: Association for the Advancement of Computing in Education (AACE). Retrieved May 31, 2023 from https://www.learntechlib.org/primary/p/35625/.
© 2010 Association for the Advancement of Computing in Education (AACE)
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