moving to online-only il instruction for first year
TRANSCRIPT
Moving to online-only IL instruction for first year business undergraduates
Jack Hyland, Dublin City University Library
BLA conference 2015, Liverpool
First year UG training: Before
• Fragmented, with gaps in coverage:– Face-to-face for lots of smaller programmes– Blended for about 250 students* in Skills for
Success module• Lecture - 30 minutes• Staggered 20 min. workshops in library training rooms• Online quiz assessment (5% of host module)
* Meehan, David (2009) Optimising information literacy delivery to large classes: the contact or the online approach? In: AISHE International Conference Series 2009: Valuing Complexity: Celebrating Diverse Approaches to Teaching & Learning, 27-28 August 2009, NUI Maynooth, Co. Kildare, Ireland.
Then
• Changes to Skills for Success led to further fragmentation and gaps
• Struggle to find training opportunities:– Core and optional modules– Overlaps between programmes, schools and years
of study
Does online instruction work?
• I was convinced by improvements in:– Tech– “E-pedagogy” (my own and community’s)– Best practice
Benefits of online instruction
• For lecturer:– Outside of class time
• For student:– Can control of pace of learning– Available at time of need– Immediate feedback
• For librarian:– Scalable– Flexibility of teaching formats: text, video, activities etc.– New gadgets to play with
2014-2015
• Strong support from School’s Associate Dean for T&L for embedded online instruction
• Embedded with to Introduction to Marketing core module (5% of marks)
• Online-only training for nearly all first year business students in Dublin (500) and 150 students in Riyadh
The plan
• ~2 hour asynchronous tutorial:– Finding books, journals– Business info. sources – Searching databases– Evaluating sources– Plagiarism
• ~40 minute assessment quiz• Students given two weeks to complete it
Created with Articulate StorylineHosted on Moodle
Formative quizzes, building on my in-class experience with:
Summative quiz in Moodle
Problems
• Module delivered between semesters 1 and 2• Enrolment issues• Display problems with:– Chrome browser– Moodle
Feedback
• Positive (but limited) feedback immediately after tutorial and assessment:
– “I really loved the tutorial, it is so useful and I gained a lot of important information that are very helpful to me as a student. The tutorial is so clear and gave me an overview about everything I need to know.”
GradesOnline - 2014 Blended – 2013
Total students 658 194
Total completed assessment 601 187
% completed assessment 91% 96%
Avg. mark 85% 72%
• Good demonstration of understanding key concepts
• No evidence of “gaming” quiz
End of year survey
Responses from 102 students
End of year survey
Improvements needed
• Avoid tech glitches• More quizzing and activities• Need to know more on UX (surveying? focus
group?)• Further demonstration of impact?
2015-2016
• Common basic library skills for all first year business students (moving to Intro to Economics module)
• 700-800 DCU students, 150 Riyadh