The Effects of Webopac Self Training Tool with Guided Exploration on Information Literacy Skills among First Year Degree Students

Autor/inn/en	Ismail, Mohd Nasir; Mamat, Nurfaezah; Jamaludin, Adnan
Titel	The Effects of Webopac Self Training Tool with Guided Exploration on Information Literacy Skills among First Year Degree Students
Quelle	In: Turkish Online Journal of Educational Technology - TOJET, 17 (2018) 1, S.210-225 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2146-7242
Schlagwörter	Foreign Countries; College Freshmen; Search Strategies; Information Literacy; Web Based Instruction; Independent Study; Logical Thinking; Library Instruction; College Libraries; Online Catalogs; Hypothesis Testing; Teaching Methods; Instructional Effectiveness; Scores; Cognitive Tests; Statistical Analysis; Quasiexperimental Design; Malaysia; Group Assessment of Logical Thinking + Suchen Sie Ihr Suchwort? Ausland; Studienanfänger; Suchstrategie; Informationskompetenz; Web Based Training; Selbststudium; Bibliotheksverzeichnis; College; Library; Libraries; Hochschule; Fachhochschule; Bibliothek; Universitätsbibliothek; Online catalog; Online catalogue; Online catalogues; Online-Katalog; Hypothesenprüfung; Hypothesentest; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Kognitiver Fähigkeitstest; Statistische Analyse
Abstract	The purpose of this study is to investigate effects of WebOPAC Self Training Tool with Guided Exploration (WSTTG), WebOPAC Self Training Tool with non-guided exploration (WSTT) and Traditional (T) groups as the learning strategies on information literacy (IL) skills standards among first year degree students in Malaysian public university. The proposed learning strategy (WSTTG) was developed according to Ausebel's Instructional Design Theory and Gagne's Nine Events of Instruction which consist of constructivist learning environment model and cognitive of multimedia learning model. This unique and novel learning strategy is used to develop individual's logical thinking skill and access the information literacy skills which comply with Association of College and Research Libraries Information Literacy Competency Standards for Higher Education and Bloom Taxonomy standard. This study investigates the effects of the learning strategies amongst the students with high and low logical thinking level on their IL skills. Student's logical thinking level was measured using Group Assessment of Logical Thinking Test (GALTS). Meanwhile, students' information literacy skills were measured through a WebOPAC Training Assessment Information Literacy Skills (WTAILS). A quasi-experimental study with posttest-only nonequivalent group design that employed a 3x2 factorial design was applied in the study. The sample considered of 150 students from three academic libraries in Malaysia which were all randomly selected and assigned to the treatment and control groups. The findings of this study suggest that WSTTG is preferred compare to WSTT and T methods in developing student's information literacy skills at both logical thinking levels. From the practical perspective, the findings should alert librarians on the need to adopt this effective learning strategy for library orientation program and to be used by both the librarians and library users for WebOPAC teaching and learning purposes. (As Provided).
Anmerkungen	Sakarya University. Esentepe Campus, Adapazari 54000, Turkey. Tel: +90-505-2431868; Fax: +90-264-6141034; e-mail: tojet@sakarya.edu.tr; Web site: http://www.tojet.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01