While technology poses as

The Great Equalizer….Distance still rules the experience

Maria Brahme, Ed.D., Lauren Walters, Ed.D.

Presentation Outline Introduction to the study Problem statement Literature review elements Methods Findings & Discussion

Introduction to the study Patron extinction Research environment Need for training of

researchers Librarians disintermediated Growth of distance progs Distance Doctoral Students …need for information

A few other key elements… Liu and Yang (2004) evolution of info. Technology has erased

the limitations of physical distance for distance students (DS) DS favor local libraries over their home university’s library’s

services (Kascus & Aguilar, 1988; Stasch, 1994; Shouse, 1995; Cassner & Adams, 1998; Unwin, Stephens & Bolton, 1998; Dew, 2000; & Tipton, 2000).

Historically studies have shown that distance students tend to be largely unaware of library services available to them (Butler, 1997; Kascus & Aguilar, 1988; Azubuike & Greaves, 1989; Washington-Hoagland & Clougherty, 2002; Fang, 2006; Casey,

Sochrin, & Race, 2002; Kelley & Orr, 2003).

Problem statement The problem addressed

in this study was that librarians do not have sufficient information about the research practices and preferences of doctoral students enrolled in distance programs.

Purpose statement Purpose of this study was to investigate

the differences in information seeking habits, preferences and experiences of doctoral students enrolled in distance programs and those in residential programs of study

Research Questions For the distance learning and residential

doctoral students separately… To whom do students turn for assistance

with research? What are the preferred research resources What, if any, are the perceived barriers to

consulting with the university librarians? What, if any, are the perceived barriers to

using library resources?

Methods qualitative; case study; grounded theory

Population - 20 doctoral students Convenience & purposive

3 methods of interviewing Phone/skype/TappedIn

Interview questions - sample Datacoding - HyperResearch Comparing participant responses; distance v.

residential - using code combinations

Sample code combinations advised to see librarian OR ask librarian for help OR

advises use of librarian OR Praise for the librarian Resulted in 17 cases (participants) = 10DS; 7RS

distance student wants more help OR lonely distance student Resulted in 8 cases (participants) = 80% of DS

advises use of databases OR considered many  databases OR library databases easy to use OR start with libdatabases OR Use of Pep library databases OR no problems accessing databases OR

identifies databases accurately. Resulted in 19 of 20 cases (participants) = 9 DS; 10 RS

Key Findings DS uniquely experienced feelings of loneliness and

isolation during the diss process DS stronger preference for using the physical library DS much less confident in their research skills Distance students more likely to seek research

assistance from faculty; revealed more distress about the lack of assistance received from faculty than residential students

…stronger preference for using the physical library…

DS do not have the luxury of taking physical resources for granted and long for amenities unavailable to them…whereas residential students eschew unnecessary trips to campus, doctoral DS yearn for the trappings of academia that signal scholarship

Quotes “What about barriers to getting help from the

librarians at pep?” She explained concisely, “distance…if I were on campus I could go to the library directly”

“[if I were on campus]…they might see me and not totally forget about me”

I sometimes whch [sic] I could go to a physical library like pep and get the book I needed”

The (amusing) outlier… “[online research]

sure beats roaming dark areas of a library where some students may have become petrified and covered with cobwebs.”

…more likely to desire easier contact with a librarian… Librarians represent a dedicated research

professional at students’ continuous disposal Compared to distant student-colleagues and faculty,

librarians by definition offer more predictable availability

DS yearn to feel more closely connected to the university in order to bolster their self perception as doctoral students

Though librarians are available by phone, email & chat, DS want more availability, more access

Quotes… My librarian is the only one

who responds to my questions

I wish I had…a way to more easily get in touch with a librarian or somebody that could virtually help me

Getting help from faculty has been awkward or nil

…express much less confidence in their research skills…

Despite the fact that this study showed distance & residential students to be equally familiar with library resources, DS nevertheless doubted their expertise

DS lack of ability to view themselves as scholars challenges DS confidence - or vice versa

Quotes… I really had no idea what I was doing…got

through it but I don’t have confidence I’m not finding a ton on my Ebsco search. It’s

a little frustrating and I’m wondering if it’s me or the database

I’ve never felt more stupid or more incompetent at any time in my life both personally and professionally

…more likely to seek assistance from faculty; revealed more distress about the lack of assistance received from faculty

7 of 10 DS consulted faculty while only 3 of 10 residential student reported this

Contact is important to DS..if the analogy holds - that DS desire to preserve/enhance their sense of scholarliness, this is not surprising

…more likely to seek assistance from faculty; revealed more distress as well as enthusiasm about the nature of assistance received from faculty

“I find that frequent communication with my chair does not happen…it does make the process longer...”

“after coursework it feels like we were drop kicked to the curb

“I felt like [the instructors] moved on to the next [class of students] and said, good luck with that dissertation activity…

the dissertation support that is offered at pepperdine isn't an option for someone who lives in [a state 3000 miles away]”

…more likely to seek assistance from faculty; revealed more distress as well as enthusiasm about the nature of assistance received from faculty

And it doesn't take them long, I mean, my guess is it just comes right off the top of their head or they may have to pick up a book and look for two minutes, but not much and they can be very very helpful so that is tremendous,

“…one of the people on my committee is a researcher at USC and she's actually kind of a world renowned researcher and she's been very helpful…I want to do interviews and I really wasn't sure about how to set that up. I asked her for some samples and she sent me 20 pages of stuff

“my chair will also recommend an author - that really helps me

to know which ones are respected.”

…uniquely experienced feelings of loneliness and isolation during the dissertation process…

80% of DS expressed experiencing feelings of loneliness

Sentiments not expressed by any residential participants

Quotes “after coursework it feels like we were drop kicked to the curb …

I've paid thousands and thousand and thousands of dollars for maybe a phone call or two in the last two years”

It's a pretty lonely process; pretty isolated” “I felt like [the instructors] moved on to the next [class of

students] and said, good luck with that dissertation activity “(with physical access) they might see me and not totally forget

about me” “I guess I will add that distance learning is fabulous, but lonely.”

He added, “As someone who has considered giving up, yet is

still in the game”

Brief summary Distance continues to have significant impact

on experience of doctoral students in distance programs, however the nature of the impact is evolving

Though home library resource accessibility and usage has changed dramatically - distance influences a doctoral student’s sense of scholarliness Thus affecting self-confidence, increasing the

need for contact and possibly generating attitude