Active Learning in the Library Instruction Environment: An Exploratory Study

Abstract

This paper describes an exploratory study investigating the impact of problem-based learning and clicker technology as active learning strategies at the American University of Sharjah Library, United Arab Emirates (UAE). Studies compared traditional and active learning classes. The present article maps the successes and challenges of these unique classroom encounters, and through correlation of findings from a broader educational context, considers the impact of these teaching strategies on student performance in the library instruction environment. Results provide insight into the potential and implications of active learning strategies as a means of engaging students in the learning process and the inherent difficulties associated with measuring impact on student learning. Future studies should consider other variables affecting student learning including student motivation, engagement, and learning styles, and consider a range of alternate assessment models from the education field.

Faculty Perspectives on Underprepared Students

“…Chat and Venezia (2009) suggest that students can be successful if entry level courses concentrated on cognitive strategies such as analyzing, reasoning, argumentation, and interpretation (Ross &Furno, 2011). The educational process is evolutionary and faculty members need to understand that technology, pedagogy, and content delivery will continue to evolve over time.…”

“…The educational process is evolutionary and faculty members need to understand that technology, pedagogy, and content delivery will continue to evolve over time. The evolutionary process will bring to fruition new learning initiatives to assist with addressing the current academically diverse classroom (Ross &Furno, 2011). In order for faculty members to take part in establishing new learning techniques, change on the faculty members' part is imperative.…”

Leveraging adult learning theory with online tutorials

“…The role of the instructor in problem-based learning is to design appropriate and sufficiently complex problems for students to solve, and to facilitate communication that encourages students to disagree, form conclusions and meet specified learning objectives (Wood, 2003). In an in-person library session, problem-based learning techniques are typically achieved through strategies of authentic assessment and active learning (Ross and Furno, 2011). In the online, asynchronous environment, the Toolkit tutorials model problem-based learning through activities.…”

Assessing Online Learning Objects: Student Evaluation of a Guide on the Side Interactive Learning Tutorial Designed by SRJC Libraries

“…1) while producing instructional modules of direct relevance to the university's science curriculum. Ross and Furno (2011) used clickers in the classroom to increase student participation and foster active student engagement through immediate feedback. The results were positive; the authors reported that students were "engaged and motivated" (p. 958) and that they took "responsibility for their own learning" (p. 957).…”