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dc.contributor.authorJacklin, Marcie
dc.contributor.authorRobinson, Keely
dc.date.accessioned2016-04-20T17:14:36Z
dc.date.available2016-04-20T17:14:36Z
dc.date.issued2013
dc.identifier.citationJACKLIN, Marcie Lynne; ROBINSON, Keely. Evolution of Various Library Instruction Strategies: Using Student Feedback to Create and Enhance Online Active Learning Assignments. Partnership: The Canadian Journal of Library and Information Practice and Research, [S.l.], v. 8, n. 1, jun. 2013. ISSN 1911-9593. http://dx.doi.org/10.21083/partnership.v8i1.2499en_US
dc.identifier.issn1911-9593
dc.identifier.urihttp://hdl.handle.net/10464/9235
dc.description.abstractThis case study traces the evolution of library assignments for biological science students from paper-based workbooks in a blended (hands-on) workshop to blended learning workshops using online assignments to online active learning modules which are stand-alone without any face-to-face instruction. As the assignments evolved to adapt to online learning supporting materials in the form of PDFs (portable document format), screen captures and screencasting were embedded into the questions as teaching moments to replace face-to-face instruction. Many aspects of the evolution of the assignment were based on student feedback from evaluations, input from senior lab demonstrators and teaching assistants, and statistical analysis of the students’ performance on the assignment. Advantages and disadvantages of paper-based and online assignments are discussed. An important factor for successful online learning may be the ability to get assistance.en_US
dc.language.isoenen_US
dc.subjectactive learningen_US
dc.subjectevaluationen_US
dc.subjectinformation literacyen_US
dc.subjectlearning perceptionsen_US
dc.subjectblended learningen_US
dc.titleEvolution of Various Library Instruction Strategies: Using Student Feedback to Create and Enhance Online Active Learning Assignmentsen_US
dc.typeArticleen_US


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