Closing the Distance: Bringing a Personal Librarian Program to Online Learners

Ziegler, Amanda

doi:10.1080/1533290x.2016.1232058

Cited by 8 publications

(7 citation statements)

References 3 publications

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“…Findings suggested that students had di culties with building a community in online learning environments, resulting in di culty staying engaged with learning and feelings of isolation [13,15]. Studies by Lee & Choi [11] and Ziegler et al [15] also found that online learners had higher rates of attrition compared with face-to-face learners. The lack of ability to engage in meaningful social interactions with other students and academics leading to a reduced sense of belonging, was found to be a key factor in in uencing attrition rates [11].…”

Section: Introductionmentioning

confidence: 99%

“…Earlier studies published before 2019 examined the impact of online learning on the development of the sense of belonging in higher education [11][12][13][14][15]. Findings suggested that students had di culties with building a community in online learning environments, resulting in di culty staying engaged with learning and feelings of isolation [13,15]. Studies by Lee & Choi [11] and Ziegler et al [15] also found that online learners had higher rates of attrition compared with face-to-face learners.…”

Section: Introductionmentioning

confidence: 99%

“…Fostering a sense of belonging via online learning was a challenging goal even before COVID-19. Earlier studies published before 2019 examined the impact of online learning on the development of the sense of belonging in higher education [11][12][13][14][15]. Findings suggested that students had di culties with building a community in online learning environments, resulting in di culty staying engaged with learning and feelings of isolation [13,15].…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Impact of Online Learning on Sense of Belonging Among First Year Clinical Health Students During COVID-19: Student and Academic Perspectives

Tang

Thyer

Bye

et al. 2022

Preprint

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Background The need to belong is a fundamental human desire that provides the basis for relationships and community; it provides a sense of security that enables growth and development. This sense of belonging is pivotal to new University students, indeed, without it, students are at greater risk of failing or withdrawing from their studies. Yet developing a sense of belonging within a new cohort is complex and multi-faceted and further complicated by a sudden shift from face-to-face to online learning. Our study explores first year clinical health students’ sense of belonging in the context of the rapid transition to online learning because of the COVID-19 pandemic. Methods We utilised a current mixed-method approach including a survey incorporating previously validated tools, demographic and open-ended qualitative questions. Data was also gathered from three focus groups: two dedicated student groups and one academic focus group. Qualitative data was subjected to thematic analysis whilst descriptive statistics were used to describe the quantitative data. Results 179 first year students complete the survey and four students, and five academics were involved in the focus groups. All participants were from clinical health science courses at an Australian university. Our qualitative results indicated a global theme of: Navigating belonging during the COVID-19 crisis: a shared responsibility; with four organising themes describing (1) dimensions of belonging, (2) individual experiences and challenges, (3) reconceptualising teaching and learning, and (4) relationships are central to belonging. Conclusion While the rapid transition to online learning did not greatly impact knowledge acquisition of first-year students in this cohort, the lack of sense of belonging highlights the need for further research into development of this essential aspect of learning in the online domain. Although contextualised in the COVID-19 pandemic, it became clear that the findings will remain relevant beyond the current situation, as a student’s need to belong will always be present in the face of challenges or change.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Impact of Online Learning on Sense of Belonging Among First Year Clinical Health Students During COVID-19: Student and Academic Perspectives

Tang

Thyer

Bye

et al. 2022

Preprint

View full text Add to dashboard Cite

show abstract

“…In order to connect with new and underserved campus populations, academic libraries are increasingly turning to outreach. Libraries are using outreach to engage with underserved patron populations (Helton 2010;Mathuews and Lewis 2017;Rutledge and LeMire 2016;Walter 2005) as well as other unique populations such as first-year students (Currie 2009;Collins and Dodsworth 2011), international students (Langer and Kubo 2015;Li, McDowell, and Wang 2016), and distance education students (Holloway 2011;Ziegler 2017). Libraries frequently report collaborating on outreach activities with campus units such as student services (Crowe 2010;Love and Edwards 2009;Ursin Cummings 2007), student organizations (Engle 2011), and academic departments (Cannady, King, and Blendinger 2012).…”

Section: Literature Reviewmentioning

confidence: 99%

Insourcing library outreach: Engaging technical services in outreach to student organizations

LeMire

Ballestro²

2019

College & Undergraduate Libraries

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In recent years, library outreach has become an increasingly important aspect of public services work. In order to expand capacity and engage patrons, libraries should consider expanding their library outreach programs to include the efforts and expertise of technical services personnel. In this article, librarians from Texas A&M University will share how public services librarians, cataloging experts, and preservation librarians collaborated to provide support for a student-led textbook lending library for student veterans. Through this collaboration, the library was able to develop new outreach opportunities that highlighted technical services expertise as well as lend support to an important campus effort to improve the affordability of college textbooks for veterans.

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“…For many students, this unplanned move to an online environment was threatening and compounded their lack of confidence and loneliness [ 6 ]. Even prior to COVID-19, literature suggested that students struggled to connect through online learning communities impacting engagement and leading to feelings of isolation [ 10 ]; historically, attrition rates for online learners are higher compared to those who undertake their studies in-person [ 10 ].…”

Section: Introductionmentioning

confidence: 99%

Impact of online learning on sense of belonging among first year clinical health students during COVID-19: student and academic perspectives

et al. 2023

View full text Add to dashboard Cite

Background The need to belong is a fundamental human desire that provides the basis for relationships and community; it provides a sense of security that enables growth and development. This sense of belonging is pivotal to new University students, indeed, without it, students are at greater risk of failing or withdrawing from their studies. Yet developing a sense of belonging within a new cohort is complex and multi-faceted and further complicated by a sudden shift away from in-person to online learning. Using the situated-learning framework, our study explores first year clinical health students’ sense of belonging in the context of the rapid transition to online learning because of the COVID-19 pandemic. Methods We utilised a current mixed-method approach including a survey incorporating previously validated tools, demographic and open-ended qualitative questions. Data was also gathered from three focus groups: two dedicated student groups and one academic focus group. Qualitative data was subjected to thematic analysis whilst descriptive statistics were used to describe the quantitative data. Results 179 first year students complete the survey and four students, and five academics were involved in the focus groups. All participants were from clinical health science courses at an Australian university. Our qualitative results indicated a global theme of: Navigating belonging during the COVID-19 crisis: a shared responsibility; with four organising themes describing (1) dimensions of belonging, (2) individual experiences and challenges, (3) reconceptualising teaching and learning, and (4) relationships are central to belonging. Conclusion While the rapid transition to online learning did not greatly impact knowledge acquisition of first-year students in this cohort, the lack of sense of belonging highlights the need for further research into development of this essential aspect of learning in the online domain. Although contextualised in the COVID-19 pandemic, it became clear that the findings will remain relevant beyond the current situation, as a student’s need to belong will always be present in the face of challenges or change.

show abstract

Closing the Distance: Bringing a Personal Librarian Program to Online Learners

Cited by 8 publications

References 3 publications

Impact of Online Learning on Sense of Belonging Among First Year Clinical Health Students During COVID-19: Student and Academic Perspectives

Impact of Online Learning on Sense of Belonging Among First Year Clinical Health Students During COVID-19: Student and Academic Perspectives

Insourcing library outreach: Engaging technical services in outreach to student organizations

Impact of online learning on sense of belonging among first year clinical health students during COVID-19: student and academic perspectives

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