Studying Distance Students: Methods, Findings, Actions

Abstract

University of North Texas (UNT) Libraries began studying the library needs of distance learners in 2009 using a variety of approaches to explore and confirm these needs as well as obtain input into how to meet them. Approaches used to date include analysis of both quantitative and qualitative responses by online students to the LibQUAL+ surveys over time, focus groups, observations and interviews. The Libraries administered the LibQUAL+ survey and conducted focus groups. The Libraries then worked with two graduate level qualitative analysis classes, one on campus and one online, to do further study that included additional focus groups, observations, and interviews. The effectiveness, strengths and problems encountered with each method, as well as with the technology used in executing them, are covered. Triangulation of the results of the various methods to confirm findings is discussed as are the actions that are being taken to address the findings.

Embedded Library Services: Beyond Chance Encounters for Students from Low SES Backgrounds

“…Some students may be unaware of the resources and services available through the library (Wahl, Avery, and Henry 2013;Barr 2010). Some may lack confidence in approaching librarians (Fisher and Heaney 2011).…”

“…Further, the growing use of LMSs by students and teachers may make libraries and their information less visible to students or difficult to use (Wahl, Avery, and Henry 2013;Liu and Luo 2011). The LMS gatekeepers may be central university and/ or faculty teaching and learning support areas, with individual faculty members usually making decisions about the look and feel of unit sites (Jackson 2007).…”

Research Performance Support: Connecting Online Graduate Students from the LMS to the Library

“…Students indicated that they would rather have instruction "pushed" to them at the moment of need instead of having to seek out instruction (Wahl, Avery, & Henry, 2013). Timeliness and efficiency were top priorities mentioned in focus groups and students also asked for more prominent placement of library resources and content in the LMS (Wahl, Avery, & Henry, 2013). …”