Board 77: Designing, Launching, and Assessing a Multimedia Online Learning Module for Library Orientation of First-year Engineering Students

Abstract

has been an academic librarian at the Bern Dibner Library of Science and Technology for many years and is currently the librarian for Instructional Services. He has worked with science and technology resources and has delivered reference and instructional services in a multitude of subjects and venues using the full and ever changing resources of the university. Teaching users how to evaluate sources and find the information they need is his interest and specialty. In addition, he was in charge of User services for many years and has been heavily involved in outreach, collaboration and web services throughout his career at Dibner. He received his undergraduate degree from Manhattan College, his MA from Fordham University, and his MLS from Queens College.

Current Interventions for the Digital Onboarding of First-Year Students in Higher Education Institutions: A Scoping Review

“…For instance, Bynum [27] described the interventions related to the IT help desk as aiming to inform students about the support they could expect from the practices and resources the IT help desk offered. In the same vein, Paul et al [41] mentioned that their intervention, which comprised a multimedia online learning module for a library orientation, was intended to provide critical information and needed resources to the incoming engineering students. In addition, Januszak and Koorie [33] made similar assertions.…”

“…(A): As Table 1 reveals, the interventions ranged from specific target areas, such as the library [41] or student services [34], to broader interventions that could be applied to the whole campus, such as chatbot scavenger hunts across the campus [29,32]. In comparison to studies focused on specific target areas, the broader types of interventions predominated and were applicable to a wider range of settings in digital and virtual onboarding.…”

“…Examples of such socialization events included virtual office trivia [30], virtual pet photo competitions [30], interactive musical theaters [31], or other live virtual events [34]. Virtual small-group meetings [31] and learning events [41] were also implemented to further contribute to the socialization of incoming students. These activities began by facilitating incoming students' engagement with other students and went on to enrich the digital and virtual exchange between formal learning situations.…”

“…A perfect example of the learning platform setting would be the interventions of Januszak and Koorie [33] who implemented their onboarding interventions on the learning platform Moodle. Some researchers used a homepage that had been specifically designed for their intervention [27,41]. Virtual environments were reflected in the 3D multi-user virtual reality reported by Tüzün and Özdinç [35].…”

“…Two SOEs followed a mixed-method post design without a pre-measure [29,32], while two employed a post-survey design [28,40]. One post-survey design was supported by video viewership tracking [41], another featured a longitudinal panel survey design [36], and one followed a pre-post design [37]. Lastly, one study was based on a quasi-experimental pre-post design [35].…”