A Comparison of the Learning Outcomes for a PBL-based Information Literacy Course in Three Different Innovative Teaching Environments

Libri ◽  
2020 ◽  
Vol 70 (3) ◽  
pp. 213-225 ◽  
Author(s):  
Naicheng Chang ◽  
Zhiqiang Wang ◽  
Sheila Hsuanyu Hsu
Keyword(s):  
General Education ◽  
Learning Outcomes ◽  
Information Literacy ◽  
Ministry Of Education ◽  
Self Directed Learning ◽  
Innovative Teaching ◽  
Arcs Model ◽  
Online Study ◽  
Online Mode ◽  
Noticeable Improvement

AbstractThis study proposes an innovative blended flipped and online mode for PBL-flipped and PBL-online study, a PBL-blended format of instruction. The study determines whether different pedagogical strategies – PBL-flipped, PBL-online and PBL-blended – influence the validation results for the ARCS model and the PBL learning outcomes. The study population consists of 116 students who use the general education Information and Literacy Ethics digital materials for higher education produced by the Ministry of Education in Taiwan. The quantitative and qualitative results demonstrate that the paths in the ARCS model are all statistically significant for the three methods of instruction and there are no significant differences among the three methods of instruction in terms of class participation and learning scores. However, there is a very noticeable improvement in the PBL learning process in the aspects of reliable leadership and group collaboration learning in blended groups. Self-directed learning is also enhanced and negative learning attitudes are significantly reduced in blended groups. The study demonstrates that the proposed PBL-blended teaching mode is a more efficient and effective way of promoting PBL learning in information literacy courses.

A Motivational Analysis of the ARCS Model for Information Literacy Courses in a Blended Learning Environment

Libri ◽  
2015 ◽  
Vol 65 (2) ◽  
Author(s):  
Nai-Cheng Chang ◽  
Huei-Huang Chen
Keyword(s):  
Learning Environment ◽  
General Education ◽  
Blended Learning ◽  
Information Literacy ◽  
Course Design ◽  
Learning Motivation ◽  
Research Model ◽  
Online Questionnaire ◽  
Arcs Model ◽  
Motivation For Learning

AbstractThis study proposes an attention, Relevance, confidence, satisfaction (ARCS)-based research model that uses a set of ARCS-oriented certified digital general education information literacy (IL) materials for higher education initiated by the Ministry of Education (MoE) in Taiwan, to determine the motivation for learning in a blended learning environment. The research model is tested using an online questionnaire survey of 292 participants. Confirmatory factor analysis (CFA) is used to evaluate the reliability and validity of the results. The partial least squares (PLS) method is used to validate the measurement and hypotheses. Brief comments and in-depth interviews with students who had scored very highly and very poorly in terms of their overall academic performance provided qualitative data on students’ learning motivation. The findings support the validity of the four motivational elements in the ARCS model. The quantitative and qualitative research results demonstrate that the motivation for taking IL courses, whether as a requirement or out of interest, is not a key factor in learning motivation. The results reveal that the ARCS-based digital materials, ARCS-based motivational course design for learning, and the student-centred, inquiring learning environment are critical components for achieving effective online IL courses and favourable learning outcomes.

scholarly journals Students May Demonstrate Information Literacy Skills Following Library Instruction

2018 ◽  
Vol 13 (2) ◽  
pp. 100-102
Author(s):  
Robin Elizabeth Miller
Keyword(s):  
General Education ◽  
Learning Outcomes ◽  
Information Literacy ◽  
Literacy Learning ◽  
Ordinary Least Squares ◽  
Literacy Skills ◽  
Literacy Skill ◽  
First Year ◽  
Library Instruction ◽  
Least Squares Regression

A Review of: Luetkenhaus, H., Hvizdak, E., Johnson, C., & Schiller, N. (2017). Measuring library impacts through first year course assessment. Communications in Information Literacy, 11(2), 339-353. http://comminfolit.org/index.php Abstract Objective – To determine whether there is a correlation between information literacy skill development and participation in one or more library instruction sessions. Design – Learning outcomes assessment. Setting – A public research institution with multiple campuses. Subjects – 244 first-year undergraduates enrolled in a compulsory general education course during the 2014-2015 academic year. All subjects completed a series of library research assignments, followed by a final research paper. 65% of subjects participated in at least one library instruction session as part of the course, and 35% did not. Methods – The researchers convened six librarians and six instructors/faculty to score 244 research papers using a rubric designed to measure six possible information literacy learning outcomes. Evaluators established inter-rater reliability through a norming session, and each artifact was scored twice. The authors analyzed rubric scores using Ordinary Least Squares regression modeling. Main Results – Participation in a library instruction session correlated with higher rubric scores in three information literacy learning outcomes: argument building; source type integration; and ethical source citation. Conclusion – Students may achieve greater information literacy learning outcomes when they participate in course-integrated library instruction.

scholarly journals THE REALITYOF APPLYING GOVERNANCE PRINCPLES IN GENERAL EDUCATION IN SUDAN

2019 ◽  
Vol 3 (6) ◽  
Author(s):  
Mohammed Hassan Bashir
Keyword(s):  
General Education ◽  
Organizational Structures ◽  
Department Of Education ◽  
Educational Institutions ◽  
Ministry Of Education ◽  
Descriptive Approach

The aim of this paper is to identify the theoretical bases of governance and its importance، to identify the reality of implementing the principles of governance in education in Sudan، and to learn about the most important requirements of applying the principles of governance in education. The researcher used the descriptive analytical descriptive approach in the study by listing and tracking information about governance and its applicability in Sudanese educational institutions. The paper reached a number of results، the most important of which are: The reality of the implementation of the principles of government in education is weak; especially the principle of transparency، participation and accountability is less applicable. "In the light of these results، the researcher recommended a number of recommendations، the direction of officials in the Ministry of Education and the development of the organizational structures of the Department of Education to accommodate the new management trends including governance، and to promote transparency، accountability and participation.  

scholarly journals Implementasi Pendekatan Saintifik dalam Meningkatkan Pemahaman Peserta Didik di MTs NW Senyiur

AS-SABIQUN ◽  
2021 ◽  
Vol 3 (1) ◽  
pp. 127-141
Author(s):  
Ayatullah Ayatullah ◽  
Husnul Laili
Keyword(s):  
Teacher Learning ◽  
Learning Outcomes ◽  
Learning Activities ◽  
Ministry Of Education ◽  
Knowledge And Skills ◽  
Scientific Approach ◽  
Way Of Thinking

According to the Ministry of Education and Culture, the scientific approach is a model for student-based learning to be motivated to be more active. The scientific approach is actually not much different from contextual-based learning activities. The knowledge and skills acquired by students are not expected to be the result of remembering a set of facts but are the result of discovering themselves. The scientific approach provides opportunities for students broadly to explore and elaborate on the material they are learning and provides opportunities for students to actualize their abilities through learning activities designed by the teacher. Learning outcomes are conditions that are achieved through learning. In general, everyone can define learning as an effort to improve the behavior of students from knowing to knowing, from not being able to being capable and not being able to be able and so on. From the results of learning can change the behavior and way of thinking of students better and will be stored, attached and not lost in the long term in the lives of students.

scholarly journals Behind the Facade of Uvarov’s Classicism: Career Strategies of Classical Philologists at Russian Universities

2020 ◽  
pp. 80-92
Author(s):  
Kira Ilina
Keyword(s):  
Public Education ◽  
General Education ◽  
Sociology Of Knowledge ◽  
Russian Empire ◽  
Ministry Of Education ◽  
Classical Source ◽  
Academic Networks ◽  
History Of ◽  
The Russian Empire ◽  
Russian Universities

Introduction. The article is focused on reconstruction of the practices of forming a disciplinary group of classical philologists in the Russian Empire universities in the 1830s – 1850s. Methods. For this purpose, the archival materials of the Ministry of Education, as well as Saint Petersburg, Moscow, Kazan and Kiev Universities are considered. The research methodology is based on a combination of both traditional general historical methods and methods of classical source studies, and approaches developed in the framework of the history of science, the sociology of knowledge and the history of disciplines. Analysis and results. It is important to analyze three points: the political context, practices in building career trajectories and academic networks of professors of Greek and Roman literature and antiquities at Russian universities. The transformation of the existing network of universities into the system of public education was carried out by the Minister of Public Education Sergey Uvarov in the 1830s. Transferring to Russia the European model of secondary education based on the study of classical languages, Uvarov created a system of general education and relentlessly promoted antiquity studies in the Russian Empire. Teaching classical disciplines was expanded at gymnasiums and universities. Following the academic personnel reform of the late 1830s, a number of “antiquity chairs” at universities was headed by young philologists and historians who had spent two or three years of training at universities in Germany, mainly in Berlin, attending lectures and seminars of leading German classical philologists. In the 1840s – 1850s, an artificially constructed group of classical philologists gradually transformed into a disciplinary community.

scholarly journals Embedded Peer Inquiry Specialists: A Gateway to Information Literacy

2016 ◽  
Vol 8 (1) ◽  
Author(s):  
Danielle Salomon ◽  
Julia Glassman ◽  
Simon Lee ◽  
Alicia Reiley
Keyword(s):  
General Education ◽  
Information Literacy ◽  
First Generation ◽  
Literacy Skills ◽  
Course Evaluations ◽  
Academic Librarians ◽  
Combined Model ◽  
Writing Assignments ◽  
Information Literacy Skills ◽  
Academic Year

Peer-assisted learning has been embraced by higher education as a way to boost student success. At the same time, academic librarians have found embedded librarianship to be an effective way to develop students' information literacy skills. The embedded librarianship model, however, is difficult to scale. The UCLA Library is testing a program that combines embedded librarianship with peer learning to solve some of the challenges associated with those models.The program works by embedding a student who has completed a General Education (GE) lecture course back into the current year's course to help students with research and writing assignments. The embedded student, called an "Inquiry Specialist,” is nominated by that course's faculty. The program launched in 2015 in five courses that serve a total of 830 students. Assessment is ongoing and includes: 1. IRB-approved study that will compare data (grades, retention, first-generation status, etc.) from students who connected with an Inquiry Specialist with those who did not; 2. Information literacy pre- and post-assessments; 3. Analysis of course evaluations; 4. Student survey.Results indicate that the combined model is an effective and scalable gateway to information literacy. During the first six weeks of Fall, 830 students (15% of the freshman class) attended a 40-minute library orientation. Approximately 20% of the 830 students subsequently sought additional help from the Inquiry Specialists. An analysis of course evaluations demonstrated that students in courses with an Inquiry Specialist rated their improvement in library and research skills 25% and 19% higher, respectfully, than students in courses without an Inquiry Specialist. Student scores on the information literacy quiz increased by an average of 9%. When surveyed, 68% of students said the Inquiry Specialists were “Very Helpful” (36%) or “Helpful” (34%). Plans are underway to double the size of the program in the 2016-17 academic year.

scholarly journals Beyond Google

2021 ◽  
Author(s):  
Brenda Carter
Keyword(s):  
Learning Outcomes ◽  
Information Literacy ◽  
Search Strategies ◽  
The Internet ◽  
Online Search ◽  
Research Skills ◽  
First Choice ◽  
Library Resources ◽  
Students First ◽  
Google Search

The internet is often students’ first choice when researching school assignments; however students’ online search strategies typically consist of a basic Google search and Wikipedia. The creation of library intranet pages providing a range of search tools and the teaching of customised information literacy lessons aim to better utilise library resources and improve students’ research skills and learning outcomes.

scholarly journals From Quest to Conquer: Traversing General Education at a Diverse Alaskan University to Integrate and Assess Transferable Information Literacy Skills in Foundational Courses

2016 ◽  
Vol 8 (1) ◽  
pp. 3-8 ◽  
Author(s):  
Anna Bjartmarsdóttir ◽  
Deborah L. Mole
Keyword(s):  
General Education ◽  
Information Literacy ◽  
Learning Opportunities ◽  
Northern Region ◽  
Literacy Skills ◽  
Faculty Teaching ◽  
University Of Alaska Anchorage ◽  
Information Literacy Skills ◽  
The University ◽  
Professional Degrees

The University of Alaska Anchorage (UAA) is an open enrollment university that offers vocational, academic, and professional degrees in a northern region. UAA serves a culturally and demographically diverse population. Given this diversity, students display varying levels of information literacy (IL) competencies. Library Professors Anna Bjartmarsdóttir and Deborah Mole partner with faculty teaching composition and communication courses to create increasingly sophisticated and transferable IL learning opportunities. Strategies include: assessing students’ IL competencies; creating engaging activities; integrating IL throughout the semester; developing reflection opportunities to reinforce IL skills. UAA librarians, partnered with faculty, integrate and scaffold IL activities in foundational GE courses to develop increasingly sophisticated, transferable IL skills and knowledge practices. From team-based learning application exercises to workshops for teaching assistants, students learn how creativity partnered with initiative has helped to integrate transferable IL skill education at this diverse arctic university.

scholarly journals Modeling the mediating roles of self-directed learning and knowledge management processes between emotional intelligence and learning outcomes in higher education

PLoS ONE ◽  
2021 ◽  
Vol 16 (7) ◽  
pp. e0255177
Author(s):  
Zahid Shafait ◽  
Muhammad Asif Khan ◽  
Yuriy Bilan ◽  
Judit Oláh
Keyword(s):  
Higher Education ◽  
Emotional Intelligence ◽  
Knowledge Management ◽  
Learning Outcomes ◽  
Self Directed Learning ◽  
Mediating Role ◽  
Management Processes ◽  
Directed Learning ◽  
The Relationship

Objective: Drawing on the knowledge-based view and ability-based theories of emotional intelligence (EI), in this study, we investigate the effects of EI on learning outcomes related to academics and administrators in Chinese research universities and we also test the direct association between learning outcomes and creative performance. In addition, we examine the mediating role of self-directed learning (SDL) and knowledge management processes (KMPs) on the relationship between EI and learning outcomes. Methods: The sample, for this study, consisted of 547 academic and administrative personnel at Chinese higher educational institutions (HEIs), and the hypothesized associations were examined through partial least squares structural equation modeling. Results: Our results indicated that EI has no significant influence on learning outcomes. However, an indirect relationship between EI and learning outcomes is established through SDL and KMPs. Conclusions: This study strengthens the professional understanding of EI and supports that the personnel at HEIs should value SDL and KMPs, which in turn enhances their learning outcomes. Although EI has received increased importance in higher education institutions, there are few studies that have investigated the relationship of EI, SDL, KMP, and learning outcomes. This is one of the initial studies that has empirically examined the interface of EI and learning outcomes in HEIs and also provides timely insights into the understanding of the mediating role of SDL and KMP.

scholarly journals Investigating the Role of Information Literacy and Self-directed Learning in Predicting Students’ Academic Motivation

2021 ◽  
Vol 9 (4) ◽  
pp. 74-85
Author(s):  
Taghi Akbari ◽  
Keyword(s):  
High School Students ◽  
Information Literacy ◽  
Academic Motivation ◽  
Pearson Correlation ◽  
Linear Regression Analysis ◽  
Skills Training ◽  
Self Directed Learning ◽  
School Students ◽  
Statistical Population ◽  
Directed Learning

Objective: The present study aimed to predict academic motivation based on self-directed learning and information literacy. Methods: This was an applied and correlational study. The statistical population of the study includes all high school students in Ardabil City, Iran, in the academic year of 2018-2019. Of them, 360 students from the 11th and12th grades (180 girls and 180 boys) were selected by multistage cluster random sampling. To collect the necessary data, the Self-Directed Learning Scale, the Multidimensional Assessment of School Motivation, and the Information Literacy Assessment of Students were used. Pearson correlation coefficient and stepwise multiple linear regression analysis were employed to analyze the obtained data in SPSS v. 20. Results: The current research results signified a significant direct relationship between information literacy, self-directed learning, and academic motivation; information literacy also could predict academic motivation in the study subjects (P<0.01). This predictability was significant concerning self-directed learning. Conclusion: The obtained data indicated that self-directed learning skills training and improving information literacy were effective in students’ learning and academic motivation.

Sign in / Sign up

Export Citation Format

Share Document