Graduate student research instruction: Testing an interactive Web-based library tutorial for a health sciences database

Lechner, David L.

doi:10.1016/j.resstr.2006.12.017

Cited by 23 publications

(21 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Of the 33 studies, 11 were randomized controlled trials (Brettle & Raynor, 2013;Churkovich & Oughtred, 2002;Goates et al, 2016;Greer et al, 2016;Koenig & Novotny, 2001;Kraemer et al, 2007;Lechner, 2007;Schilling, 2012;Shaffer, 2011;Swain et al, unpub;Vander Meer & Rike, 1996), whereas the remaining studies were (non-randomized) controlled before and after studies.…”

Section: Study Qualitymentioning

confidence: 99%

“…Of the 33 studies, 27 (82%) reported that there was no statistically significant difference in skills learned via face-to-face and online delivery formats. For one study the results were unclear because of analysis weaknesses (Kratochvil, 2014), two favoured online delivery (Lechner, 2007;Mery et al, 2012a), two favoured face-toface delivery (Churkovich & Oughtred, 2002;Goates et al, 2016) and one favoured the blended delivery option (Kraemer et al, 2007). For the 13 studies that could be included in a meta-analysis the SMD (95% CI) for face-to-face compared to online instruction was -0.01 (-0.28 to 0.26) (Figure 4).…”

Section: Skillsmentioning

confidence: 99%

“…For the 11 randomized controlled trials, 7 studies (64%) found no difference in skills between the formats tested (Brettle & Raynor, 2013;Greer et al, 2016;Koenig & Novotny, 2001;Schilling, 2012;Shaffer, 2011;Swain et al, unpub;Vander Meer & Rike, 1996), 3 favoured face-to-face training (Churkovich & Oughtred, 2002;Goates et al, 2016;Lechner, 2007) and 1 favoured the blended approach (Kraemer et al, 2007).…”

Section: Study Design Featuresmentioning

confidence: 99%

See 2 more Smart Citations

A Systematic Review of Information Literacy Programs in Higher Education: Effects of Face-to-Face, Online, and Blended Formats on Student Skills and Views

Weightman¹,

Farnell²,

Morris³

et al. 2017

EBLIP

View full text Add to dashboard Cite

212017 Weightman, Farnell, Morris, Strange, and Hallam. This is an Open Access article distributed under the terms of the Creative Commons-Attribution-Noncommercial-Share Alike License 4.0 International (http://creativecommons.org/licenses/by-nc-sa/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly attributed, not used for commercial purposes, and, if transformed, the resulting work is redistributed under the same or similar license to this one. AbstractObjective -Evidence from systematic reviews a decade ago suggested that face-to-face and online methods to provide information literacy training in universities were equally effective in terms of skills learnt, but there was a lack of robust comparative research. The objectives of this review were (1) to update these findings with the inclusion of more recent primary research; (2) to further enhance the summary of existing evidence by including studies of blended formats (with components of both online and face-to-face teaching) compared to single format education; and (3) to explore student views on the various formats employed.Methods -Authors searched seven databases along with a range of supplementary search methods to identify comparative research studies, dated January 1995 to October 2016, exploring skill outcomes for students enrolled in higher education programs. There were 33 studies included, of which 19 also contained comparative data on student views. Where feasible, metaanalyses were carried out to provide summary estimates of skills development and a thematic analysis was completed to identify student views across the different formats.Results -A large majority of studies (27 of 33; 82%) found no statistically significant difference between formats in skills outcomes for students. Of 13 studies that could be included in a metaanalysis, the standardized mean difference (SMD) between skill test results for face-to-face versus online formats was -0.01 (95% confidence interval -0.28 to 0.26). Of ten studies comparing blended to single delivery format, seven (70%) found no statistically significant difference between formats, and the remaining studies had mixed outcomes. From the limited evidence available across all studies, there is a potential dichotomy between outcomes measured via skill test and assignment (course work) which is worthy of further investigation. The thematic analysis of student views found no preference in relation to format on a range of measures in 14 of 19 studies (74%). The remainder identified that students perceived advantages and disadvantages for each format but had no overall preference.Conclusions -There is compelling evidence that information literacy training is effective and well received across a range of delivery formats. Further research looking at blended versus single format methods, and the time implications for each, as well as comparing assignment to skill test outcomes would be valuable. Future studies should adopt a methodologically robus...

show abstract

Section: Study Qualitymentioning

confidence: 99%

Section: Skillsmentioning

confidence: 99%

Section: Study Design Featuresmentioning

confidence: 99%

See 1 more Smart Citation

A Systematic Review of Information Literacy Programs in Higher Education: Effects of Face-to-Face, Online, and Blended Formats on Student Skills and Views

Weightman¹,

Farnell²,

Morris³

et al. 2017

EBLIP

View full text Add to dashboard Cite

show abstract

“…Some assessment techniques that are on a smaller and less expensive scale include the oneminute paper (Angelo & Cross, 1993;Choinski & Emanuel, 2006;Cunningham, 2006), an attitude survey, observational assessment, a faculty assessment survey (Cunningham, 2006), short quizzes given during a one-credit course (Hufford, 2010), online tutorials (Fain, 2011;Heimke & Matthies, 2004;Johnson, 2009;Lechner, 2005;Merz & Mark, 2002;Tronstad, Phillips, Garcia, & Harlow, 2009), interviews (Julien & Boon, 2004) and, in one case, interviews conducted by anthropologists (Kolowich, 2011).…”

Section: Small-scale Inexpensive Assessment Approachesmentioning

confidence: 99%

“…Julien and Boon (2004) reported a similar finding of students not retaining their IL learning three or four months after the ILI. Numerous other studies also came to the same conclusion that it is erroneous to assume that one or more ILI sessions in the early college years will prepare students well for higher levels of research work, and students do not become IL proficient from the single-session ILI (Stec, 2006;Lechner, 2005;Johnson, 2011;Mokhtar & Majid, 2011;Wong & Webb, 2011). It can be inferred from these findings that more intensified IL training than the current single-session model needs to take place during the four-year period for students to retain basic IL skills.…”

Section: Are Students' Performances On the Il Pretest Associated Withmentioning

confidence: 99%

What Five Minutes in the Classroom Can Do to Uncover the Basic Information Literacy Skills of Your College Students: A Multiyear Assessment Study

Hsieh¹,

Dawson²,

Carlin³

2013

EBLIP

View full text Add to dashboard Cite

the terms of the Creative Commons-Attribution-Noncommercial-Share Alike License 2.5 Canada (http://creativecommons.org/licenses/by-ncsa/2.5/ca/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly attributed, not used for commercial purposes, and, if transformed, the resulting work is redistributed under the same or similar license to this one. AbstractObjective -Librarians at Rider University attempted to discern the basic information literacy (IL) skills of students over a two year period (2009)(2010)(2011). This study aims to Evidence Based Library and Information Practice 2013, 8.3 35 explore the impact of one-session information literacy instruction on student acquisition of the information literacy skills of identifying information and accessing information using a pretest/posttest design at a single institution. The research questions include: Do different student populations (in different class years, Honors students, etc.) possess different levels of IL? Does the frequency of prior IL Instruction (ILI) make a difference? Do students improve their IL skills after the ILI?Methods -The librarians at Rider University developed the test instruments over two years and administered them to students attending the ILI sessions each semester. The test was given to students as they entered the classroom before the official start-time of the class, and the test was stopped five minutes into the class. A pretest with five questions was developed from the 1st ACRL IL Standards. A few demographic questions were added. This pretest was used in fall 2009. In spring 2010, a second pretest was developed with five questions on the 2 nd ACRL IL Standards. Students of all class years who attended ILI sessions took the pretests. In 2010-2011, the pretest combining the 10 questions used in the previous year was administered to classes taking the required CMP-125 Research Writing and the BHP-150 Honors Seminar courses. An identical posttest was given to those classes that returned for a follow-up session. Only the scores from students taking both pretests and posttests were used to compare learning outcomes.Results -Participants' basic levels of IL skills were relatively low. Their skills in identifying needed resources (ACRL IL Standards 1) were higher than those related to information access (ACRL IL Standards 2). Freshmen in the Honors Seminar outperformed all other Rider students. No differences were found in different class years or with varying frequencies of prior IL training. In 2010-2011, students improved significantly in a few IL concepts after the ILI, but overall gains were limited.Limitations -Many limitations are present in this study, including the challenge of developing ideal test questions and that the pretest was administered to a wide variety of classes. Also not all the IL concepts in the test were adequately addressed in these sessions. These factors would have affected the results. Conclusions -The results defy a common assumption that ...

show abstract

Design, development, and evaluation of an online tutorial for “systematic searching in PubMed and Scopus” based on GOT-SDT framework

Mirhosseini

Batooli

2021

The Journal of Academic Librarianship

View full text Add to dashboard Cite

Graduate student research instruction: Testing an interactive Web-based library tutorial for a health sciences database

Cited by 23 publications

References 8 publications

A Systematic Review of Information Literacy Programs in Higher Education: Effects of Face-to-Face, Online, and Blended Formats on Student Skills and Views

A Systematic Review of Information Literacy Programs in Higher Education: Effects of Face-to-Face, Online, and Blended Formats on Student Skills and Views

What Five Minutes in the Classroom Can Do to Uncover the Basic Information Literacy Skills of Your College Students: A Multiyear Assessment Study

Design, development, and evaluation of an online tutorial for “systematic searching in PubMed and Scopus” based on GOT-SDT framework

Contact Info

Product

Resources

About