A silver lining for pandemic-weary libraries: How blended and flipped instructional programs have improved upon pre-pandemic norms

Walker, Kevin W.

doi:10.1016/j.acalib.2022.102595

Cited by 5 publications

(2 citation statements)

References 41 publications

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“…This method can reduce the negative impact of using distance applications (antisocial) and maximize digital learning resources. Flipped Learning has been widely used in various foreign countries during the Covid 19 pandemic pandemic (Dirgeyasa, 2020;Joy et al, 2023;Sezer & Esenay, 2022;Staddon, 2022;Walker, 2022) and is now starting to be applied in Indonesia for optimizing online learning. Flipped classroom is a reverse learning system by giving students the opportunity to learn independently through various sources and then discuss together in class.…”

Section: Resultsmentioning

confidence: 99%

Learning Effectiveness of Semi Practice Course in Online Learning

Sudarwanto,

Andriansyah,

Sulistyowati

et al. 2023

Al-Ta'lim J.

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The COVID-19 pandemic has resulted learning activities in universities and schools temporarily stopping face-to-face learning, especially in Indonesia. Instead, learning is conducted remotely online. The application of online learning requires the readiness of several parties, from the provision of infrastructure to the students' side. The problem of cost, the readiness of educators and students in using technology is still the reason online learning can be carried out after the Covid19 pandemic in an effort to integrate technology in the world of education. How do we optimize the quality of Education through online learning. The research is aimed at knowing the effectiveness of online learning in learning media courses in the midst of a pandemic. It also includes planning, implementing, evaluating, as well as obstacles and how to overcome them. This research was conducted with a qualitative descriptive method. This study will describe the problems and solutions that occur in online learning so that the effectiveness of its implementation can be determined and recommendations for the feasibility of online learning can be determined in the future. Data collection techniques were carried out by documentary studies, observations, and interviews. The results showed that learning from semi-practical courses was running effectively. Various problems that become the issue of the weakness of online learning are solved by government policies, campus facilities and services that are able to support the achievement of learning objectives even in semi-practical courses.

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Section: Resultsmentioning

confidence: 99%

Learning Effectiveness of Semi Practice Course in Online Learning

Sudarwanto,

Andriansyah,

Sulistyowati

et al. 2023

Al-Ta'lim J.

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“…There is not one specific definition of hybrid instruction as many are used interchangeably (Walker, 2022), but in essence, a hybrid instructional model “combine[s] embedded librarianship with other approaches including one-shot, face-to-face instruction, series of instructional sessions, and online instruction” (Clifton and Jo, 2016, p. 306). One key aspect of the hybrid model is flexibility and choice, which is developed through the utilization of multiple course delivery combinations.…”

Section: Literature Reviewmentioning

confidence: 99%

Fostering UDL-informed library instruction practices developed from the COVID-19 pandemic

Fullmer,

Strand

2023

RSR

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PurposeThis case study explores how universal design for learning (UDL)-informed online instruction modules developed during COVID-19 can better support student information literacy outcomes. This study will also examine how hybrid learning lends itself to UDL and may resolve some of the issues within library instruction.Design/methodology/approachThis case study explores how a team of librarians at Utah State University developed three UDL-informed modules to support library instruction and hybrid learning during the height of the COVID-19 pandemic. A survey was sent to composition instructors to understand how they utilized the three new UDL-informed modules and if the modules helped their students reach information literacy outcomes.FindingsFindings from this case study describe how academic libraries should adopt the UDL framework to support best practices for online learning as well as inclusive pedagogies. The findings indicate that the UDL-informed modules developed for hybrid instruction help students meet information literacy outcomes and goals.Originality/valueThe authors present a case study examining the current climate of information literacy instruction and UDL while providing actionable instructional practices that can be of use to librarians implementing hybrid instruction.

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