scholarly journals Promoting the Library to Distance Education Students and Faculty Can Increase Use and Awareness, but Libraries Should Assess their Efforts

2019 ◽  
Vol 14 (4) ◽  
pp. 171-173
Author(s):  
Judith Logan
Keyword(s):  
Distance Education ◽  
Longitudinal Study ◽  
Multiple Choice ◽  
Faculty Members ◽  
Descriptive Statistics ◽  
Library Services ◽  
Education Students ◽  
Online Questionnaire ◽  
Online Help ◽  
Library Professionals

A Review of: Bonella, L., Pitts, J., & Coleman, J. (2017). How do we market to distance populations, and does it work?: Results from a longitudinal study and a survey of the profession. Journal of Library Administration, 57(1), 69–86. https://doi.org/10.1080/01930826.2016.1202720  Abstract Objective – To determine if library promotion efforts targeted at distance education students and instructors were successful and in line with similar activities at other institutions Design – Mixed: longitudinal and survey questionnaire Setting – Large publicly-funded, doctoral-granting university in the midwestern United States Subjects – 494 distance education students and instructors in 2014 compared to 544 in 2011 and “more than 300” (Bonella, Pitts, & Coleman, 2017, p. 77) professionals at American academic libraries. Methods – In the longitudinal study, the researchers invited all distance education students and instructors who were active in the 2010-2011 academic year (n = 8,793) and the spring 2014 semester (n = 4,922) to complete an online questionnaire about their awareness and use of library’s services. Questions were formatted as multiple choice or Likert scale with optional qualitative comments. The researchers used descriptive statistics to compare the responses. Then, the researchers invited library professionals via relevant distance-education and academic library listservs to complete an online questionnaire about how distance education is supported, promoted, and assessed. Free text questions comprised the majority of the questionnaire.  The researchers categorized these and summarized them textually. The researchers used descriptive statistics to collate the responses to the multiple-choice questions. Main results – The researchers observed an increase in awareness of all the library services about which they asked undergraduates. Off campus access to databases (92%, n = 55), an online course in the learning management system (78%, n = 47), and online help pages (71%, n = 43) had the highest awareness in 2014 as compared to 2011 when off campus access to databases (73%, n = 74), research guides (43%, n = 44), and online help pages (42%, n = 43) were the top three most visible items. Fewer undergraduates said they do not use the library at all between 2011 (54%, n = 56) and 2014 (30%, n = 18). More graduate students reported that they were very satisfied with the library in 2014 (45%, n = 12) than in 2011 (27%, n = 10). Faculty members were more aware of library services, especially research guides, which had 79% awareness in 2014 (n = 56) up from 60% (n = 55) in 2011. Almost half (46%) of faculty member respondents had recommended them to students in 2014 as compared to 27% in 2011. The library professionals who responded indicated that their institutions did not evaluate the success of distance educators and students’ awareness of the library’s services and resources (54%, n = 97) nor the success of any promotional campaigns they may have undertaken (84%, n = 151). Both the respondents (37%, n = 54) and the authors recommended partnering with faculty members as a best practice to promote the library. Conclusion – More libraries should be marketing specifically and regularly to distance education students by leveraging existing communication and organizational structures. Assessing these efforts is important to understanding their effectiveness.

scholarly journals How well do Canadian distance education students understand plagiarism?

2014 ◽  
Vol 15 (1) ◽  
Author(s):  
Cheryl Ann Kier
Keyword(s):  
Distance Education ◽  
University Students ◽  
Multiple Choice ◽  
Psychology Students ◽  
Education Students ◽  
Online Distance Education ◽  
The Poor ◽  
Poor Understanding ◽  
Online Distance ◽  
Education Courses

<p>This project ascertains how well students taking online, distance education courses at a Canadian university recognize plagiarised material and how well they paraphrase. It also assesses the types of errors made<em>. </em>Slightly more than half of 420 psychology students correctly selected plagiarised phrases from four multiple choice<em> </em>questions. Only a minority was able to rewrite a phrase properly in their own words. A more diverse sample of university students also had difficulty recognizing plagiarised passages from multiple choice options. The poor ability of students to identify plagiarised passages may suggest poor understanding of the concept. Students may benefit from training to improve their understanding of plagiarism.</p>

Information Seeking Pattern among the Faculty Members of National College of Engineering: A Study

2018 ◽  
Vol 8 (3) ◽  
pp. 75-77
Author(s):  
K. Mutharasan ◽  
V. Geetha
Keyword(s):  
Digital Libraries ◽  
Information Seeking ◽  
Academic Library ◽  
Technical Skills ◽  
Faculty Members ◽  
Online Resources ◽  
Library Services ◽  
The Right ◽  
College Of Engineering ◽  
Library Professionals

The present study examines the Information Seeking Pattern in Library by the Faculty Members of National College of Engineering, Maruthakulam, Tirunelveli. The Library of any institution is the knowledge centre housed with a collection of various resources such as Books, Periodicals, CDROMs, Newspapers, Rare collections and Online resources and Information needed is gathered from the various resources of the Library. This study focuses on the usage of the Academic Library by the Faculty Members of various Departments and their frequency of visit to the Library based on the Library Services. In the recent years, Traditional Libraries are getting changed into Digital Libraries. So, the Library Professionals are also to be equipped with the required technical skills related to Library activities. The need and focus of the users in various ways lead to save time and also to acquire the right information at the right time as well.

Integrating Library Services into the Web-Based Learning Curriculum

2011 ◽  
pp. 1222-1227
Author(s):  
Mahesh S. Raisinghani ◽  
Cherie Hohertz
Keyword(s):  
Distance Education ◽  
Public Institutions ◽  
Department Of Education ◽  
Distance Learners ◽  
Library Services ◽  
University Libraries ◽  
Education Students ◽  
Web Based ◽  
Web Based Learning ◽  
Education Courses

According to the U.S. Department of Education (1998- 1999), 78% of all four-year public institutions offer distance education courses. According to the same survey, 67% of all students at these institutions have enrolled in one of these courses. Are university libraries keeping up with the trend of distance education? What programs and policies are in place to ensure access to library services for Web-based learning students? Must services to distance learners be equal to services provided to traditional students? This article is structured as follows: First we discuss the strategy of building a creative learning environment based on the learning orientation model before prescribing some guidelines for personalized learning in a Web-based environment. Next we outline the basis for library distance education services, and describe two case studies of libraries that are ensuring that distance education students are receiving equal access to library materials.

Assessing the Quality of Distance Education at a University

2019 ◽  
pp. 149-177
Author(s):  
David L. Bolton ◽  
Esther Smidt ◽  
Rui Li
Keyword(s):  
Distance Education ◽  
Education Program ◽  
Educational Institution ◽  
The United States ◽  
Education Students ◽  
Online Questionnaire ◽  
Distance Education Program ◽  
Qualitative Feedback ◽  
State Educational ◽  
The University

This chapter reports the findings of an investigation into the experiences of undergraduate and graduate distance education students at a state educational institution in the United States. Current distance education students at the university were surveyed using an online questionnaire. The purpose of the study was to identify areas of weakness in the distance education program in general and develop recommendations for improving the program. The survey was primarily quantitative, but also allowed for participants to provide qualitative feedback. Results of the study are outlined in terms of distance students' perceptions about the institution's distance education program. Recommendations for improving the program are provided.

scholarly journals Challenge Accepted: Experiences of Turkish Faculty Members at the Time of Emergency Remote Teaching

2021 ◽  
Vol 11 (Sp.Issue) ◽  
Author(s):  
Faik Özgür Karataş ◽  
Sevil Akaygun ◽  
Suat Çelik ◽  
Mehmet Kokoç ◽  
Sevgi Nur Yılmaz
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Higher Education Institutions ◽  
Faculty Members ◽  
Private Higher Education ◽  
Survey Method ◽  
Snowball Sampling ◽  
Online Questionnaire ◽  
Technical Problems ◽  
Face To Face

The Covid-19 pandemic caught everyone unprepared. Higher education institutions were expected to be the least affected due to their long history of distance education, which has enabled the development of expertise and technical infrastructure, but were they? The present study focuses on faculty members’ experiences at the time of emergency remote teaching and afterwards. The survey method was devised to conduct the study. An online questionnaire called the Emergency Remote Teaching Views Questionnaire was developed by the researchers and administered at higher education institutions throughout Turkey. With a combination of convenience and snowball sampling, 351 faculty members from 72 different public and private higher education institutions were reached. The descriptive analysis of the data revealed that almost 62% of the faculty members had never taken any form of training regarding online distance education before the Covid-19 pandemic. Although one fifth of the faculty members indicated that they had had distance education experience three times or more before the pandemic, around 62% of them encountered remote teaching for the first time. Many faculty members indicated that they spent more time on remote teaching than face-to-face teaching; they had trouble following students’ development; the students were disinterested in the classes; they had technical problems, but they also received support from their institutions. Although only one fourth of the faculty members reported being unsure about the quality of their remote teaching, three fourths of them believed that it was not as fruitful as face-to-face teaching. This was especially evident in the area of assessment and evaluation. Based on these results, it can be concluded that higher education institutions were caught unprepared, but their adaptation was very quick.

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