Evolution of Various Library Instruction Strategies: Using Student Feedback to Create and Enhance Online Active Learning Assignments

Abstract

This case study traces the evolution of library assignments for biological science students from paper-based workbooks in a blended (hands-on) workshop to blended learning workshops using online assignments to online active learning modules which are stand-alone without any face-to-face instruction. As the assignments evolved to adapt to online learning by providing supporting materials in the form of PDFs, screen captures and screencasting were embedded into the questions as teaching moments to replace face-to-face instruction. Many aspects of the evolution of the assignments were based on student feedback from evaluations, input from senior lab demonstrators and teaching assistants, and statistical analysis of the students' performance on the assignments. Advantages and disadvantages of paper-based and online assignments are discussed. An important factor for successful online learning may be the ability to get assistance.

Designing Effective Online Orientation Programs for First-Year University Students

“…Students can choose when they want to engage in the learning opportunity, work at their own pace, and skip sections of the program they feel will not be helpful (Baker & Etherington, 2016;Etherington et al, 2017;Strother, 2002). Online orientation programs can also provide an opportunity to include a variety of different learning activities, allowing students to interact with the content and receive immediate feedback on their learning-something that is not always possible in a large-scale orientation program (Ard & Ard, 2019;Jacklin & Robinson, 2013;Means et al, 2013).…”

“…The staff time and resources needed to update and run an online orientation program every year are generally less than what is needed to plan and run in-person programming. Recurring costs associated with hiring session facilitators and orientation leaders, booking space on campus, and hiring a caterer may be eliminated (Baker & Etherington, 2016;Jacklin & Robinson, 2013). An online orientation program can be used many different times, for different student intakes, with minimal changes.…”

“…Instead of scheduling and logistics, the student affairs professional must be familiar with technology, instructional design, and online learning. Even with support from IT professionals, a learning designer, or an outside software company, OTR professionals will likely need some knowledge of the software platform; of the technology and processes involved in creating audio, graphics, video, screencasting, and more; and of digital accessibility (Jacklin & Robinson, 2013). Online orientation programs also generally offer fewer opportunities for peer connection than in-person programs.…”

Information Literacy Strategies Used by Second- and Third-Year Biology Students

“…Expectations for science students' IL include both the broad concepts in the ACRL Framework and the specific abilities in the Information Literacy Standards for Science and Engineering/Technology (Association of College & Research Libraries 2006). Researchers in library and information science have investigated many options for integrating information literacy (IL) and scientific literacy (SL) in the biology curriculum, most at the first-year (100) level (Fuselier & Nelson 2011;Gregory 2013;Jacklin & Robinson 2013;Hartman et al 2015). Instruction in IL for introductory biology is often a collaboration between librarian, science faculty, and graduate teaching assistants (Elrod & Somerville 2007;Winterman 2009;Porter et al 2010;Miller 2011;Hartman et al 2015;Lantz 2016).…”

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

“…Blummer wrote a literature review on best practices for creating an online tutorial [14]. Other studies include best practices for streaming desktop capture [15]; the creation of a multimedia tutorial [16]; creating an adaptable module for an LMS [5]; updating and scaling content [17]; incorporating informational media into a web based information literacy tutorial [18]; incorporating student feedback to enhance design and updates [19]; designing an interactive online module based on pedagogical best practices [20]; and delivering information using available technologies [21].…”