scholarly journals Academic libraries in COVID-19: a renewed mission for digital literacy

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Konstantina Martzoukou
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Education ◽  
Academic Libraries ◽  
Digital Literacy ◽  
Online Teaching ◽  
Library Science ◽  
Academic Librarians ◽  
Content Type ◽  
The Impact

PurposeThe COVID-19 pandemic has placed online learning, blended or hybrid provision as the “new normal” in Higher Education. For most universities and their academic libraries, especially those with a less strong online presence, the pandemic has caused numerous challenges. However, it has also been a catalyst for change and resifting of priorities. For academic librarians involved in the delivery of information skills/literacy training, a renewed mission is emerging, addressing access and connectivity to resources, designing for online education and fostering the development of digital literacy of students.Design/methodology/approachThis is a conceptual paper based on the author's personal experiences and subjective opinion as a Library and Information Science educator with considerable expertise in online distance learning in the UK. Reflecting critically on the impact of the pandemic from an educational point of view and on key changes experienced, the paper centres on the argument that academic librarians could emerge as strategic partners in Higher Education, towards the direction of enhancing students' digital competences development.FindingsThe complete and involuntary shift to online learning due to COVID-19 restrictions has opened the door to multiple challenges in Higher Education, which are complex and ongoing: the implementation of remote tools and practices en masse in online teaching and learning in a way that ensures accessibility and equity for all, issues connecting to online pedagogy and how to prepare students with the information and digital literacy competences required for the new online learning “normal”. As academic libraries move forward, they have a renewed mission to help learners in the online space to become both information rich and digitally competent. There is an opportunity to act as the connecting link that will help to move a step forward a strategic vision that places design for equity at the centre of education.Originality/valueThe impact of COVID-19 within Higher Education and academic libraries more specifically, is a theme that has not been yet sufficiently discussed, researched or critically debated as the world is still currently going through the pandemic crisis. This paper aims to initiate some early thoughts and conversation, as well as put forward the author's personal critical positioning on the issues, challenges and potential opportunities, emerging in the current educational climate for academic librarians, and to highlight areas of importance for the design and direction of information and library science curricula.

scholarly journals Formalism in online education

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Peter Serdyukov
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Research Literature ◽  
Original Material ◽  
Online Teaching And Learning ◽  
Content Type ◽  
Automated Learning ◽  
The Impact

PurposeWith the rapid transition of education from the traditional, classroom- or campus-based to the online format, there grows a need for not only taking advantage of online technology but also assessing actual and potential effects it can make on the learners, learning, education, and society. One of the risks inherent in online learning is its growing formalization both in the organization of the learning and in its process, which may gravely affect students’ learning, health, cognition, behavior and quality of the learning outcomes. It can also produce serious implications for the society. This article investigates the origins of formalization, its forms and stages, and discusses asynchronous, precision, and automated learning formats from this perspective. Among many issues, the impact of formalization on the learner's development and socialization is considered. The author offers a pragmatic solution for deformalization of online learning.Design/methodology/approachQualitative analysis of contemporary research literature, educational trends and practices.FindingsIt was found that formalism permeates online education in many ways. It is present in asynchronous, precise and automated learning and may produce significant impact on students, their learning, and society.Research limitations/implicationsThis is a qualitative research based on the analysis of current research literature and teaching practices.Practical implicationsWhile formalism in education is an unavoidable evil, its impact must be diminished. Critical analysis and practical recommendations offered may help improve online teaching and learning.Social implicationsFormalism affects both students' socialization in the online learning environment, and patterns of socialization in the society. It also impacts students’ cognition and behaviors. So, counteracting formalism may benefit the society's well-being.Originality/valueThe authors could not find any publications on this topic. So this is an original material which may contribute to improving online teaching and learning.

Impact of continuing education programs (CEPs) on LIS professionals in academic libraries in Mumbai, India

2017 ◽  
Vol 38 (2/3) ◽  
pp. 117-130 ◽  
Author(s):  
Madhura Deodhar ◽  
Sushama Powdwal
Keyword(s):  
Continuing Education ◽  
Academic Libraries ◽  
Training Evaluation ◽  
Library Science ◽  
Academic Librarians ◽  
Survey Method ◽  
Education Programs ◽  
Content Type ◽  
Kirkpatrick Model ◽  
The Impact

Purpose The purpose of this paper is to report the research findings of an evaluation of the impact of continuing education programs (CEPs) on library information science (LIS) professionals of academic libraries in Mumbai, India. The paper also introduces Donald Kirkpatrick model of training evaluation for Library Science research in the area of program evaluation. Design/methodology/approach The impact of CEPs was evaluated using Donald Kirkpatrick model of training evaluation using survey method. The impact was evaluated at four levels; reaction, learning, behavior and results. The population of the present study included 344 LIS professionals working at colleges libraries affiliated to University of Mumbai and Shreemati Nathibai Damodar Thackersey (SNDT) Women’s University in Mumbai, India. The data collected through questionnaire were supplemented by five specimen interviews of heads of institutions of the academic librarians who had attended more than five CEPs in five years, 2009-2013. Findings The findings of the study revealed that professionals were satisfied with CEP attendance; keen on gaining more knowledge and transferring the acquired knowledge and skills at their workplaces and interested in implementing the learning to achieve results. The reasons given by academic librarians on not implementing the learning in the library indicated that there were hindrances like lack of management support, lack of technical expertise, inadequate staff in the library, poor IT Infrastructure, etc. in transferring the learning at work. Research limitations/implications The study was based on self-perceptions of respondents. The limitation of self-perception was eliminated to some extent by supplementing qualitative data wherever required. CEPs included conferences, seminars, workshops, refresher courses, orientation programs and online courses. Pre-test and post-test recommended by the Kirkpatrick model could not be conducted as the researcher has not adopted experimental design. The data of feedback from the organizers and content of the CEPs attended by respondents were not analyzed in the study. Practical implications The paper describes the implementation of Kirkpatrick model to evaluate the CEPs, which can be used by the organizers or institutions to evaluate the impact of CEPs in future. This will help them to improve upon the contents of CEPs making them more relevant and effective. Social implications Evaluation of CEPs will be useful to ensure the effectiveness of CEPs and performance of LIS professionals. Originality/value This paper reports an original research initiative undertaken to evaluate the impact of CEPs attended by LIS professionals of Indian academic libraries in Mumbai, India. It fills the gap in LIS research. The application of Donald Kirkpatrick model of Training evaluation is also valuable for LIS research.

scholarly journals How Canadian librarians practice and assess individualized research consultations in academic libraries

2017 ◽  
Vol 18 (2) ◽  
pp. 148-157 ◽  
Author(s):  
Karine Fournier ◽  
Lindsey Sikora
Keyword(s):  
Academic Libraries ◽  
Assessment Methods ◽  
Assessment Tools ◽  
Assessment Process ◽  
Academic Librarians ◽  
Evidence Based ◽  
Content Type ◽  
Reference Services ◽  
The Impact ◽  
Evaluation And Assessment

Purpose Though we live in a digital era, libraries offer significant hours of in-person reference services, in combination with online reference services. Nevertheless, an increase in requests for in-person, individualized research consultations (IRCs) over the last few years has been observed. IRCs between librarians and students are common practice in academic institutions. While these sessions can be deemed useful for patrons, as they are tailored to their specific needs, however, they can also be time consuming for the librarians. Therefore, it is important to evaluate this service, and assess its impact in order to ensure that the users are getting the most out of their sessions. The purpose of this paper is to gather information on the evaluation and assessment tools that Canadian institutions are using to obtain feedback, measure their impact and improve their consultation services. Design/methodology/approach A bilingual (French and English) web-based questionnaire was issued, with a generic definition of IRCs provided. The questionnaire included general demographics and background information on IRC practices among Canadian academic librarians, followed by reflective questions on the assessment process of such practices. The questionnaire was sent to Canadian academic librarians via e-mail, using professional librarian associations’ listservs, and Twitter was used for dissemination as well. Findings Major findings of the survey concluded that the disciplines of health sciences and medicine, as well as the arts and humanities are the heaviest users of the IRC service model. On average, these sessions are one hour in length, provided by librarians who often require advanced preparation time to adequately help the user, with infrequent follow-up appointments. It was not surprising that a lack of assessment methods for IRCs was identified among Canadian academic libraries. Most libraries have either no assessment in place for IRCs, or they rely heavily on informal feedback from users, comments from faculty members and so on. A small portion of libraries use usage statistics to assess their IRCs service, but other means of assessment are practically non-existent. Research limitations/implications The survey conducted was only distributed to Canadian academic libraries. Institutions across the USA and other countries that also perform IRCs may have methods for evaluating and assessing these sessions which the authors did not gather; therefore, the evidence is biased. As well, each discipline approaches IRCs very differently; therefore, it is challenging to compare the evaluation and assessment methods between each discipline. Furthermore, the study’s population is unknown, as the authors did not know the exact number of librarians or library staff providing IRCs by appointment in academic Canadian institution. While the response rate was reasonably good, it is impossible to know if the sample is representative of the population. Also, it needs to be acknowledged that the study is exploratory in nature as this is the first study solely dedicated at examining academic librarians’ IRC practices. Further research is needed. As future research is needed to evaluate and assess IRCs with an evidence-based approach, the authors will be conducting a pre-test and post-test to assess the impact of IRC on students’ search techniques. Originality/value Evidence-based practice for IRCs is limited. Very few studies have been conducted examining the evaluation and assessment methods of these sessions; therefore, it was believed that a “lay of the land,” so to speak, was needed. The study is exploratory in nature, as this is the first study solely dedicated at examining the evaluation and assessment methods of academic librarians’ IRC practices.

scholarly journals The Impact of Faculty Experience with Emergency Remote Teaching: An Interpretive Phenomenological Study

2021 ◽  
Vol 9 (2) ◽  
pp. 7-23
Author(s):  
Maha Al-Freih
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Student Engagement ◽  
Blended Learning ◽  
Teaching Practices ◽  
Online Teaching ◽  
Phenomenological Study ◽  
Learning Experience ◽  
Structured Interviews ◽  
The Impact

The aim of this phenomenological study is to provide a deeper understanding of the impact of remote teaching on instructors’ perceptions of online learning and future teaching practices amid the COVID-19 pandemic. Interpretative phenomenological analysis was used to analyze open-ended semi-structured interviews conducted with five higher education faculty in Saudi Arabia. Three major themes were identified: enhancing student engagement; increased awareness of technology affordances and constraints; and moving from emergency remote teaching to technology-enhanced and blended learning. Participants of this study were mainly concerned about finding ways to support active student engagement in this new learning environment, which in turn increased their awareness of the educational affordances and constraints of online learning and technologies. Participants’ deeper understanding of the potential of online technologies in supporting student learning, as well as their own and students’ increased familiarity and comfort with online learning and technologies, served as the main drivers for potential future implementation of blended learning and technology-enhanced teaching practices. With that said, participants were still apprehensive about engaging in fully online teaching, arguing that blended strategies and enhanced-technology integration are more likely to overcome some of the limitations of face-to-face teaching and improve the overall learning experience for their students. Discussion of these findings in relation to the extant literature and their implications for higher education institutions moving forward are provided.

Taking a Hard Look at the Soft Skills of Online Course Design and Online Teaching in Higher Education

2017 ◽  
pp. 158-181
Author(s):  
Kevin P. Gosselin ◽  
Maria Northcote ◽  
Kristi D. Wuensche ◽  
Trudy Stoddard
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Education ◽  
Online Teaching ◽  
Course Design ◽  
Soft Skills ◽  
Online Course ◽  
Online Course Design ◽  
Post Secondary ◽  
Online Educators

Over the past few decades, substantial growth has occurred in online education in general, and this has been particularly true of the higher education sector. Most universities and post-secondary institutions now offer students the opportunity to enroll in online pre-tertiary, vocational, undergraduate and/or postgraduate courses. While some of these courses are successful for the learners who enroll in them, others have been found somewhat deficient, often criticized for their lack of humanization, interaction, communication and online presence. This chapter examines the role of the so-called soft skills of online course design and online teaching that are seen as vital for online educators who are responsible for the facilitation of high quality online learning. Along with a review of relevant literature about the soft skills of online teaching, the chapter presents three institutional case studies from which a set of practically-focused recommendations for promoting the design of humanized online learning environments has been developed.

scholarly journals Online Education in the Post COVID-19 Era: Students’ Perception and Learning Experience

2021 ◽  
Vol 11 (10) ◽  
pp. 633
Author(s):  
Nastaran Peimani ◽  
Hesam Kamalipour
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Urban Design ◽  
Digital Technology ◽  
Design Education ◽  
Online Teaching ◽  
Online Survey ◽  
Learning Experience ◽  
Blended Online Learning ◽  
The Impact

Students’ learning experiences and perceptions are markedly influenced by the use of digital technology during the COVID-19 pandemic. Exploring students’ perception of blended online learning, amid the adaptations of the higher education sector in the wake of uncertainty, has become more critical than ever. This paper reflects on the experience of learning and teaching the Research Methods and Techniques subject in the postgraduate programme of MA Urban Design at Cardiff University during COVID-19 in the UK. To do so, we designed and carried out an online survey to explore students’ perception of online teaching and learning activities, feedback and assessment, and digital platforms based on their experience during the subject delivery period in the 2020–2021 academic year. One of the significant findings of this paper was that students agreed with the impact of eye contact on their virtual learning experience but as long as this was aligned with their rights to see others, including their peers and instructors, rather than reciprocal rights to be seen. In addition, students felt that facilitating synchronous communication through effective interaction among diverse peers has been quite challenging in small-group online reading seminars. The majority of respondents also reported that attending live online lectures was more helpful than watching pre-recorded lectures. Online formative feedback and synchronous interim reviews also allowed students to reflect on their progress and develop their projects further before their summative assessment. The outcomes of this paper can effectively assist educators who consider delivering programmes, adopting a blended online learning environment design model, in the post COVID-19 era. The findings of this study can also provide guidance for further developments and improvements in using digital technology and blended online learning in urban design education and pedagogy.

scholarly journals COVID-19 Pandemic and Possible Futures of Adult Online Learning in Higher Education : Six Trends That Could Shape the Future

2021 ◽  
pp. 72-85
Author(s):  
Nicolas Gagnon
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Adult Education ◽  
Online Education ◽  
Time Span ◽  
Emerging Trends ◽  
The Future ◽  
Adult Online Learning ◽  
The Impact ◽  
Insight Into

The COVID-19 pandemic has had and will have, profound effects on adult education (Boeren, Roumell & Roessger, 2020; Kapplinger & Lichte, 2020) and online learning practices. The impact was unprecedented and led to the largest and quickest transformation of pedagogic practice ever seen in contemporary universities (Brammer & Clark, 2020). Although it is too soon for a full assessment, the first step is to gain insight into an understanding of the macro trends taking shape inside and outside the walls of institutions and then explore how these trends may affect the future. Against this background, a question arises: How is the COVID-19 pandemic shaping the future of adult online learning in higher education? Drawing on adult education and higher education scholarly and practitioner literature published over the last year, the purpose of this paper is threefold: (i) in the context of the COVID-19 pandemic, to identify and analyze emerging trends that could shape the future of adult online education in higher education, (ii) to analyze these trends over a longer time span in the literature, and (iii) to explore the possible futures of adult education and online learning in higher education.

scholarly journals Challenges and Opportunities for Russian Higher Education amid COVID-19: Teachers’ Perspective

2020 ◽  
Vol 10 (12) ◽  
pp. 368
Author(s):  
Nadezhda Almazova ◽  
Elena Krylova ◽  
Anna Rubtsova ◽  
Maria Odinokaya
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Education ◽  
Online Teaching ◽  
Negative Impact ◽  
Academic Staff ◽  
Teaching Experience ◽  
Educational Process ◽  
University Teachers ◽  
Russian Higher Education

The COVID-19 pandemic has tremendously affected higher education systems in Russia and all over the world, forcing to transform curriculum into an online format, which is a challenge for all the educational process participants. The current study discusses the implementation of online learning amid the COVID-19 pandemic in the Russian higher education context and investigates the challenges experienced by university teachers during this period to define their readiness for online education. To address the above-mentioned issues, a study was conducted in Peter the Great St. Petersburg Polytechnic University. A variety of methods of scientific and pedagogical research were used including systematic structural analysis, synthesis, work with research papers, the generalization of experience and experimental work, observation, surveys, etc., with 87 university teachers asked to respond to several sets of questions describing their online teaching experience after the launch of online education amid the COVID-19 pandemic. The analysis of the participants’ answers helped to identify the following main challenges experienced by university teachers: computer literacy level, the university electronic environment and support, academic staff readiness and students’ readiness for online learning, the last two being the most important hindering the implementation of the efficient online education process. It was also underlined by most respondents that methodological work of a teacher in a digital educational environment differs from conventional teaching methods. Thus, psychological, technological, methodological support and teachers’ professional development programs are of vital importance to minimize the negative impact of the rapid changes of the educational process and to ensure efficient online education.

Online learning and teaching for the SDGs – exploring emerging university strategies

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jayden Holmes ◽  
Oli Rafael Moraes ◽  
Lauren Rickards ◽  
Wendy Steele ◽  
Mette Hotker ◽  
...  
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Total Sample ◽  
Theory And Practice ◽  
Content Type ◽  
Learning And Teaching ◽  
Institutional Leadership ◽  
Global University ◽  
Development Goals ◽  
The Impact

Purpose The purpose of this paper is to explore emerging synergies and tensions between the twin moves to the United Nations Sustainable Development Goals (UN SDGs) and online learning and teaching (L&T) in higher education institutions (HEIs). Design/methodology/approach A preliminary global exploration of universities’ SDG-based L&T initiatives was undertaken, using publicly available grey and academic literature. Across a total sample of 179 HEIs – identified through global university rankings and analysis of all 42 Australian universities – 150 SDG-based L&T initiatives were identified. These were analysed to identify common approaches to embedding the SDGs. Findings Five key approaches to embedding the SDGs into online (and offline) HEI L&T were identified: designing curricula and pedagogy to address the SDGs; orienting the student experience towards the SDGs; aligning graduate outcomes with the SDGs; institutional leadership and capability building; and participating in cross-institutional networks and initiatives. Four preliminary conclusions were drawn from subsequent analysis of these themes and their relevance to online education. Firstly, approaches to SDG L&T varied in degree of alignment between theory and practice. Secondly, many initiatives observed already involve some component of online L&T. Thirdly, questions of equity need to be carefully built into the design of online SDG education. And fourthly, more work needs to be done to ensure that both online and offline L&T are delivering the transformational changes required for and by the SDGs. Research limitations/implications The research was limited by the availability of information on university websites accessible through a desk-top review in 2019; limited HEI representation; and the scope of the 2019 THE Impact Rankings. Originality/value To date, there are no other published reviews, of this scale, of SDG L&T initiatives in universities nor analysis of the intersection between these initiatives and the move to online L&T.

scholarly journals An Exploratory Study of Online Equity: Differential Levels of Technological Access and Technological Efficacy Among Underserved and Underrepresented Student Populations in Higher Education

10.28945/4664 ◽  
2020 ◽  
Vol 16 ◽  
pp. 093-121
Author(s):  
Madhumita Banerjee
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Education ◽  
Transfer Students ◽  
Academic Outcomes ◽  
Educational Equity ◽  
First Semester ◽  
Access To Technology ◽  
K 12 ◽  
The Impact

Aim/Purpose: This study aims to explore levels of Technological Access (ownership, access to, and usage of computer devices as well as access to Internet services) and levels of Technological Efficacy (technology related skills) as they pertain to underserved (UNS) and underrepresented (UNR) students. Background: There exists a positive correlation between technology related access, technology related competence, and academic outcomes. An increasing emphasis on expanding online education at the author’s institution, consistent with nationwide trends, means that it is unlikely that just an increase in online offerings alone will result in an improvement in the educational attainment of students, especially if such students lack access to technology and the technology related skills needed to take advantage of online learning. Most studies on levels of Technological Access and Technological Efficacy have dealt with either K-12 or minority populations with limited research on UNS and UNR populations who form the majority of students at the author’s institution. Methodology: This study used a cross-sectional survey research design to investigate the research questions. A web survey was sent to all students at the university except first semester new and first semester transfer students from various disciplines (n = 535). Descriptive and inferential statistics were used to analyze the survey data. Contribution: This research provides insight on a population (UNS and UNR) that is expanding in higher education. However, there is limited information related to levels of Technological Access and Technological Efficacy for this group. This paper is timely and relevant as adequate access to technology and technological competence is critical for success in the expanding field of online learning, and the research findings can be used to guide and inform subsequent actions vital to bridging any educational equity gap that might exist. Findings: A critical subset of the sample who were first generation, low income, and non-White (FGLINW) had significantly lower levels of Technological Access. In addition, nearly half of the survey sample used smartphones to access online courses. Technological Efficacy scores were significantly lower for students who dropped out of or never enrolled in an online course. Transfer students had significantly higher Technological Efficacy scores while independent students (determined by tax status for federal financial aid purposes) reflected higher Technological Efficacy, but at a marginally lower level of significance. Recommendations for Practitioners: Higher education administrators and educators should take into consideration the gaps in technology related access and skills to devise institutional interventions as well as formulate pedagogical approaches that account for such gaps in educational equity. This will help ensure pathways to sustained student success given the rapidly growing landscape of online education. Recommendation for Researchers: Similar studies need to be conducted in other institutions serving UNS and UNR students in order to bolster findings and increase awareness. Impact on Society: The digital divide with respect to Technological Access and Technological Efficacy that impacts UNS and UNR student populations must be addressed to better prepare such groups for both academic and subsequent professional success. Addressing such gaps will not only help disadvantaged students maximize their educational opportunities but will also prepare them to navigate the challenges of an increasingly technology driven society. Future Research: Given that it is more challenging to write papers and complete projects using a smartphone, is there a homework gap for UNS and UNR students that may impact their academic success? What is the impact of differing levels of Technological Efficacy on specific academic outcomes of UNS and UNR students?

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