scholarly journals Developing online instruction according to best practices

2019 ◽  
Vol 13 (2) ◽  
pp. 206
Author(s):  
Ashley Lierman ◽  
Ariana Santiago
Keyword(s):  
Best Practices ◽  
Online Instruction ◽  
Research University ◽  
Learning Objects ◽  
Library Instruction ◽  
Online Learners ◽  
Face To Face ◽  
Instructional Design Process ◽  
Future Practice ◽  
Large Research

To meet the growing online and face-to-face library instruction needs of a large research university, a team of librarians set out to develop asynchronous online instruction of sufficient quality to supplement and replace classroom teaching. This report describes the best practices that were identified from a review of the literature, the instructional design process that was used to implement these practices in a pedagogically effective way, the results of pilot testing of the instruction, and implications for future practice. The result is a template for development that can be used by other librarians seeking to develop robust, effective, and accessible online learning objects, whether to reach out to online learners or improve the scalability of information literacy instruction.

Designed Learner Interactions in Blended Course Delivery

2011 ◽  
Vol 15 (1) ◽  
Author(s):  
Reba-Anna Lee ◽  
Brian Dashew
Keyword(s):  
Instructional Design ◽  
Best Practices ◽  
Design Process ◽  
Course Delivery ◽  
Student Interactions ◽  
Face To Face ◽  
Instructional Design Process ◽  
Hybrid Delivery ◽  
Academic Technology ◽  
Blended Course

In transitioning to a hybrid delivery model, faculty are presented with an opportunity to engage in a systematic instructional design process which can bring coursework in line with pedagogical best practices that may not exist in traditional face-to-face classes. This paper presents a model whereby Marist College Academic Technology & eLearning staff focuses faculty attention on designing effective student interactions with content, the instructor, and other students. These interactions promote deeper levels of engagement in student learning.

scholarly journals Making Online Instruction Count: Statistical Reporting of Web-Based Library Instruction Activities

2012 ◽  
Vol 73 (1) ◽  
pp. 33-46 ◽  
Author(s):  
Tim Bottorff ◽  
Andrew Todd
Keyword(s):  
Literature Review ◽  
Online Instruction ◽  
Current Status ◽  
Library Instruction ◽  
Web Based ◽  
Face To Face ◽  
External Stakeholders ◽  
Considerable Confusion

Statistical reporting of library instruction (LI) activities has historically focused on measures relevant to face-to-face (F2F) settings. However, newer forms of LI conducted in the online realm may be difficult to count in traditional ways, leading to inaccurate reporting to both internal and external stakeholders. A thorough literature review is combined with the results of an investigative survey to reveal the current status of reporting such activities. The results reveal considerable confusion about the reporting of Web-based LI activities, even though a number of librarians are devoting significant amounts of time to this important and growing area of librarianship.

From request to assess: using cloud-based tools for the library instruction lifecycle

2017 ◽  
Vol 34 (6) ◽  
pp. 14-20
Author(s):  
James Parrigin
Keyword(s):  
Liberal Arts ◽  
Research University ◽  
Information Science ◽  
Liberal Arts College ◽  
Instruction Scheduling ◽  
Library And Information Science ◽  
Library Instruction ◽  
Graduate Assistant ◽  
Content Type ◽  
Large Research

Purpose The author first gained experience with library instruction scheduling at a large research university library as an Master of Library and Information Science (MLIS) graduate assistant. Design/methodology/approach The author would occasionally shadow the faculty librarians as they received instruction requests, which were vetted by an administrative assistant and entered into some mystical technology that would facilitate the reservations and populate a library staff calendar. Findings The author remembers it as a fairly mundane process that he did not think much of at the time. Social implications The author soon became an instruction librarian who was put in charge of orchestrating the multitudes of course-integrated one-shots at a small, private four-year liberal arts college. Originality/value The author thinks back to this experience and marvels at the humble instructional requests (e.g. “just show them JSTOR”) and the primitive tool that their library used for scheduling their sessions: a spreadsheet on our network drive.

scholarly journals Assessing Trustworthiness in Research: A Pilot Study on CV Verification

2019 ◽  
Vol 14 (4) ◽  
pp. 353-364 ◽  
Author(s):  
Trisha Phillips ◽  
R. Kyle Saunders ◽  
Jeralynn Cossman ◽  
Elizabeth Heitman
Keyword(s):  
Pilot Study ◽  
Best Practices ◽  
Research University ◽  
Faculty Position ◽  
The Public ◽  
Search Committees ◽  
Faculty Positions ◽  
Research Findings ◽  
Large Research ◽  
Large Research University

When scholars express concern about trust in science, they often focus on whether the public trusts research findings. This study explores a different dimension of trust and examines whether and how frequently researchers misrepresent their research accomplishments when applying for a faculty position. We collected all of the vitae submitted for faculty positions at a large research university for 1 year and reviewed a 10% sample for accuracy. Of the 180 applicants whose vitae we analyzed, 141 (78%) claimed to have at least one publication, and 79 of these 141 (56%) listed at least one publication that was unverifiable or inaccurate in a self-promoting way. We discuss the nature and implications of our findings, and suggest best practices for both applicants and search committees in presenting and reviewing vitae.

scholarly journals BEST ONLINE INSTRUCTIONAL PRACTICES: REPORT OF PHASE I OF AN ONGOING STUDY

2019 ◽  
Vol 8 (2) ◽  
Author(s):  
Morris T. Keeton
Keyword(s):  
Higher Education ◽  
Best Practices ◽  
Instructional Practices ◽  
Online Instruction ◽  
Good Practice ◽  
Postsecondary Institutions ◽  
University Of Maryland ◽  
Face To Face ◽  
Seven Principles ◽  
The University

This study examines how best practices in online instruction are the same as, or different from, best practices in face-to-face (F2F) instruction. The book Effectiveness and Efficiency in Higher Education for Adults summarizes some 20 years of research on best practices in F2F instruction. The bases of comparison are principles from the KS&G material and from Chickering and Gamson’s “seven principles for good practice in undergraduate education”. A reason for making these comparisons is that the rapid growth of online instruction promises that online instruction may become the largest source of ongoing higher education. Not surprisingly, interest in assessing the quality of online offerings has also grown. The question is increasingly raised: Are postsecondary institutions effectively “doing their old job in a new way?”. One way to answer that question is to analyze the online instructional practices of faculty with the aid of research on patterns of instruction, face-to-face and online. This paper is abbreviated from a February 14, 2002 report by Marisa Collett, Morris Keeton and Vivian Shayne of the Institute for Research and Assessment in Higher Education for the Office of Distance Education and Lifelong Learning at the University of Maryland University College.

scholarly journals Learning from data reuse: successful and failed experiences in a large public research university library

2020 ◽  
Vol 44 (1-2) ◽  
pp. 1-15
Author(s):  
Jung Mi Scoulas
Keyword(s):  
Best Practices ◽  
Research University ◽  
Lessons Learned ◽  
Data Reuse ◽  
Public Research ◽  
University Library ◽  
Learning From Data ◽  
What Works ◽  
Public Research University ◽  
Large Research

This paper illustrates a large research university library experience in reusing the data for research collected both within and outside of the library to demonstrate data reuse practice. The purpose of the paper is to 1) demonstrate when and how data are reused in a large public research university library, 2) share tips on what to consider when reusing data, and 3) share challenges and lessons learned from data reuse experiences. This paper presents five proposed opportunities for data reuse conducted by three researchers at the institution’s library which resulted in three successful instances of data reuses and two failed data reuses. Learning from successful and failed experiences is critical to understand what works and what does not work in order to identify best practices for data reuse. This paper will be helpful for librarians who intend to reuse data for publication.

scholarly journals The Librarian Leading the Machine: A Reassessment of Library Instruction Methods

2016 ◽  
Vol 77 (3) ◽  
pp. 286-301 ◽  
Author(s):  
Katie Greer ◽  
Amanda Nichols Hess ◽  
Elizabeth W. Kraemer
Keyword(s):  
Online Learning ◽  
Instructional Design ◽  
Best Practices ◽  
Information Literacy ◽  
Library Instruction ◽  
University Libraries ◽  
Face To Face ◽  
Research Libraries ◽  
Online Library

This article builds on the 2007 College and Research Libraries article, “The Librarian, the Machine, or a Little of Bsoth.” Since that time, Oakland University Libraries implemented changes to its instruction program that reflect larger trends in teaching and assessment throughout the profession; following these revisions, librarians undertook a new study to assess the effectiveness of online library instruction in face-to-face courses in comparison to the hybrid model that had been in place. The study’s design and its results serve to contribute to discussion of best practices in information literacy pedagogy, online learning, instructional design, and the role of the librarian therein.

scholarly journals Telehealth Competencies for Interprofessional Teams Caring for Older Adults and Care Partners

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 796-796
Author(s):  
Becky Powers ◽  
Kathryn Nearing ◽  
Studi Dang ◽  
William Hung ◽  
Hillary Lum
Keyword(s):  
Older Adults ◽  
Best Practices ◽  
Veterans Health Administration ◽  
Veterans Health ◽  
Health Administration ◽  
Delivery Of Care ◽  
Face To Face ◽  
Evaluation Measures ◽  
Interprofessional Teams ◽  
Care Partners

Abstract Providing interprofessional geriatric care via telehealth is a unique clinical skillset that differs from providing face-to-face care. The lack of clear guidance on telehealth best practices for providing care to older adults and their care partners has created a systems-based practice educational gap. For several years, GRECC Connect has provided interprofessional telehealth visits to older adults, frequently training interprofessional learners in the process. Using our interprofessional telehealth expertise, the GRECC Connect Education Workgroup created telehealth competencies for the delivery of care to older adults and care partners for interprofessional learners. Competencies incorporate key telehealth, interprofessional and geriatric domains, and were informed by diverse stakeholders within the Veterans Health Administration. During this symposium, comments will be solicited from attendees. Once finalized, these competencies will drive the development of robust curricula and evaluation measures aimed at training the next generation of interprofessional providers to expertly care for older adults via telehealth.

scholarly journals Electronic Journal Usage at Ohio State University

2001 ◽  
Vol 62 (1) ◽  
pp. 25-34 ◽  
Author(s):  
Sally A. Rogers
Keyword(s):  
Graduate Students ◽  
Research University ◽  
Statistical Correlation ◽  
Ohio State University ◽  
Electronic Journal ◽  
State University ◽  
Frequent Users ◽  
Advantages And Disadvantages ◽  
Frequency Of Use ◽  
Large Research

E-journal, printed journal, and database usage data from campus polls conducted annually, 1998–2000, at one large research university show increased use of e-journals and decreased use of printed journals by faculty and graduate students as the number of available e-journals increased from two hundred to more than three thousand. Little or no statistical correlation between age and frequency of use was found. The majority of frequent users of all three types of resources were from departments in the sciences. Transcripts from the 1998 poll provided insights into attitudes toward replacing printed journals with e-journals. The advantages and disadvantages mentioned were consistent with previous studies.

COVID-19 Effects on Communication Course and Faculty Evaluations

2021 ◽  
pp. 107769582110341
Author(s):  
H. Paul LeBlanc
Keyword(s):  
Online Learning ◽  
Research University ◽  
Student Evaluations Of Teaching ◽  
Communication Course ◽  
Faculty Evaluations ◽  
Face To Face ◽  
Course Effectiveness ◽  
Public Research University ◽  
Rapid Transition ◽  
Faculty Experience

Student evaluations of teaching (SETs) are utilized by universities as one component in assessing course effectiveness, despite evidence in the research regarding their validity. With the global COVID-19 pandemic, many universities rapidly transitioned teaching modalities from face-to-face to online learning, regardless of the faculty experience. This study investigates the effects on SETs of the rapid transition in teaching modalities for all sections of courses occurring during COVID-19 compared with all sections of courses taught within a Communication department at a large public research university over the past 8 years. The results indicate moderate effects from the rapid transition to online learning.

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