Assessing Online Learning Objects: Student Evaluation of a Guide on the Side Interactive Learning Tutorial Designed by SRJC Libraries

Autor/inn/en	Virtue, Alicia; Dean, Ellen; Matheson, Molly
Titel	Assessing Online Learning Objects: Student Evaluation of a Guide on the Side Interactive Learning Tutorial Designed by SRJC Libraries
Quelle	In: Interdisciplinary Journal of E-Learning and Learning Objects, 10 (2014), S.93-105 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2375-2033
Schlagwörter	Computer Assisted Instruction; Academic Libraries; Computer Software; Information Literacy; Community Colleges; Two Year College Students; Student Attitudes; Feedback (Response); Instructional Effectiveness; Active Learning; Tutorial Programs; Library Instruction; Questionnaires; California + Suchen Sie Ihr Suchwort? Computer based training; Computerunterstützter Unterricht; College; Colleges; University; Universities; Libary; Libraries; Hochschule; Fachhochschule; Universität; Bibliothek; Hochschulbibliothek; Informationskompetenz; Community college; Community College; Schülerverhalten; Unterrichtserfolg; Aktives Lernen; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem; Bibliotheksverzeichnis; Fragebogen; Kalifornien
Abstract	More and more of today's scholars conduct their research in a digital realm rather than using a print collection. The University of Arizona Libraries Guide on the Side tutorial software offers an opportunity to apply the principles of active learning with real world research scenarios. This paper reports on the design and introduction of interactive guided tools to support information literacy instruction in a community college setting. The initial implementation included 110 students who provided voluntary feedback about their perceptions and participated in a quiz assessing their comprehension. Response to the tutorials was overwhelmingly positive, with 96% of students reporting an increased understanding of given research interfaces after taking the interactive tutorials. In testing, students exhibited greater comprehension of the scope of the research interface, with an almost 55% increase in student performance over students who did not take the tutorials. (As Provided).
Anmerkungen	Informing Science Institute. 131 Brookhill Court, Santa Rosa, CA 95409. Tel: 707-531-4925; Fax: 480-247-5724; e-mail: contactus@informingscience.org; Web site: http://www.informingscience.org/Journals/IJELL/Overview
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01