Virtually the Same: Comparing the Effectiveness of Online Versus In-Person Library Tours

Burhanna, Kenneth J; Voelker, Tammy; Gedeon, Julie A.

doi:10.1080/15228950802461616

Cited by 3 publications

(5 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The results for the skills test (posttest only) were neutral, but students voiced a preference for the online training. The shortest contact time was 0.5 hour (Burhanna et al, 2008), where the researchers reported a trend towards greater skills development in the online group but no difference in student views. Only 14 studies provided information on the follow-up period between training and the skills test, where the range of follow-up periods was immediately post-training to 12 months (see Table 3).…”

Section: Study Design Featuresmentioning

confidence: 99%

“…Of the 33 studies, 8 did not include a pretest (Alexander & Smith, 2001;Burhanna et al, 2008;Goates et al, 2016;Greer et al, 2016;Orme, 2004;Schilling, 2012;Silver & Nickel, 2007;Walton & Hepworth, 2012). The remaining 25 studies all noted an increase in skills from pretest to posttest across delivery formats.…”

Section: Skillsmentioning

confidence: 99%

“…Of the 33 studies, 21 provided data on participants' views (Anderson & May, 2010;Beile & Boote 2005;Burhanna, Eschedor Voelker & Gedeon, 2008;Byerley, 2005;Churkovich & Oughtred, 2002;Gall, 2014;Goates et al, 2016;Holman, 2000;Kaplowitz & Contini, 1998;Koenig & Novotny, 2001;Kraemer, Lombardo & Lepkowski, 2007;Lantzy, 2016;Nichols, Shaffer & Shockey, 2003;Nichols Hess, 2014;Schilling, 2012;Shaffer, 2011;Silk et al, 2015;Silver & were included -ca 50% attrition in FtF and 59% in online.…”

Section: Study Qualitymentioning

confidence: 99%

“…Only two studies carried out formal validity testing (Brettle & Raynor, 2013;Mery et al, 2012a) with a further five piloting the test before use (Bordignon et al 2016;Burhanna et al, 2008;Churkovich & Oughtred, 2002;Kratochvil, 2014;Swain et al, 2015 unpub.). Finally, one study used a predetermined rubric for marking (Goates et al, 2016).…”

Section: Study Qualitymentioning

confidence: 99%

See 3 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 Design Featuresmentioning

confidence: 99%

Section: Skillsmentioning

confidence: 99%

Section: Study Qualitymentioning

confidence: 99%

Section: Study Qualitymentioning

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

show abstract

“…Confronted with a lack of access to the physical library, these researchers at Kent State University decided to add an online option for the required traditional freshman library tour. 15 Their study compared the efficacy of learning and affective outcomes between face-to-face library tours and those of online library tours. Of the 3,610 students who took the required library tour assignment, 3,567 chose the online tour method and 63 opted or were required to take the in-person, librarian-led tour.…”

Section: Traditional Orientationmentioning

confidence: 99%

Applying Gamification to the Library Orientation

Reed

Miller

2020

ITAL

View full text Add to dashboard Cite

By providing an overview of library services as well as the building layout, the library orientation can help newcomers make optimal use of the library. The benefits of this outreach can be curtailed, however, by the significant staffing required to offer in-person tours. One academic library overcame this issue by turning to user experience research and gamification to provide an individualized online library orientation for four specific user groups: undergraduate students, graduate students, faculty, and community members. The library surveyed 167 users to investigate preferences regarding orientation format, as well as likelihood of future library use as a result of the gamified orientation format. Results demonstrated a preference for the gamified experience among undergraduate students as compared to other surveyed groups.

show abstract

A Study of the Pedagogical Foundations on the ‘Library Tour’ As a Library Use Education Method

Jung¹

2012

journalofkoreanlibraryandinformationsciencesociety

View full text Add to dashboard Cite

Virtually the Same: Comparing the Effectiveness of Online Versus In-Person Library Tours

Cited by 3 publications

References 11 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

Applying Gamification to the Library Orientation

A Study of the Pedagogical Foundations on the ‘Library Tour’ As a Library Use Education Method

Contact Info

Product

Resources

About