Instructional Elements in an Online Information Literacy Open Educational Resource (OER) and Their Influence on Learner Achievement, Satisfaction and Self-Efficacy

Autor/inn/en	Sommer, Max; Ritzhaupt, Albert D.; Kohnen, Angela; Hampton, John
Titel	Instructional Elements in an Online Information Literacy Open Educational Resource (OER) and Their Influence on Learner Achievement, Satisfaction and Self-Efficacy
Quelle	In: Journal of Information Literacy, 16 (2022) 1, S.70-90 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Sommer, Max) ORCID (Ritzhaupt, Albert D.) ORCID (Kohnen, Angela)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Information Literacy; Open Educational Resources; Academic Achievement; Student Satisfaction; Self Efficacy; Undergraduate Students; Instructional Innovation; Affordances; Instructional Design + Suchen Sie Ihr Suchwort? Informationskompetenz; Schulleistung; Self-efficacy; Selbstwirksamkeit; Educational Innovation; Bildungsinnovation; Lesson concept; Lessonplan; Unterrichtsentwurf
Abstract	This study tested the influence of instructional elements within an online Open Educational Resource (OER) focused on information literacy (IL) on outcome measures of IL achievement, learner satisfaction and IL self-efficacy among undergraduate students. An online OER was designed to address the domains of access, evaluation and communication of IL guided by the notion of instructional scaffolding and self-regulated learning. Participants were randomly placed into one of six different OER conditions: (a) full version with all instructional elements, (b) lean version, (c) version without tooltip text, (d) version without embedded practice questions, (e) version without learning objectives and (f) version without summaries. There were no significant differences found across the six conditions on the dependent measures. Participants averaged 58% for IL achievement, performing slightly better in the domain of access versus evaluate and communicate. Limitations include a controlled laboratory setting where participants were not necessarily motivated to complete the study tasks at a high level of achievement. Future research can explore more ecologically valid environments where learners might be more motivated, along with more rigorous intervention and assessment construction. This paper includes implications for educators and researchers to explore the established and innovative instructional elements that are natural affordances of an online OER in IL. This paper presents innovative IL instruction that does not require instructor or learner training and evaluates its effectiveness using a sound, replicable methodological approach to isolate the effects of the individual instructional elements. (As Provided).
Anmerkungen	CILIP Information Literacy Group. 7 Ridgmount Street, Bloomsbury, London WC1E 7AE, United Kingdom. e-mail: JIL@cilip.org.uk; Web site: https://ojs.lboro.ac.uk/JIL/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01