Hybrid Learning Wilu 2010
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Concordia University piloted a credit information literacy course for 800 "at-risk" students using Moodle to create a hybrid learning experience. Over two terms, 500 students took the course in the fall with positive feedback, and 200 students took it in the winter. Test scores showed an average 33% improvement in information literacy skills. Moving forward, the university aims to increase hands-on activities, student communication, and asynchronous e-learning in the course.
Hybrid Learning Wilu 2010
- 1. Concordia University pilots a credit information literacy course WILU 2010, May 12 Presented by Andrea Cameron & Jennifer Cyr
- 2. SEL197A 2009/2010 Concordia libraries provides credit course to 800 “at-risk” students Fall term: 500 students, 12 instructors, 8 weeks Winter term: 200 students, 8 instructors, 8 weeks Moodle used to create “hybrid” learning experience and manage project
- 3. Outline What we did How it went Where we’d like to go
- 5. Benefits of CMS Practical Inexpensive Easy to use Time saving Pedagogical Addresses multiple learning styles Helps to create a learning community
- 10. Communication tools Contact page
- 11. Communication tools News forum
- 12. Administrative tools Grade book
- 13. Administrative tools Student grades
- 18. What the literature says What the students say What the teachers say
- 19. What the literature says Create a community of learning Encourage constructive learning Engage a range of learning styles Aural, visual, kinesthetic Global, sequential Activist, reflector, theorist, pragmatist… Encourage deep thinking (synthesis)
- 20. What the students say “ This is a great course that I believe every student should take when starting undergraduate studies ” “ It’s been a great experience” “ I’m glad that I have taken this course. I learned a lot that I think will help me tremendously”
- 21. Most important thing I learned from this course….
- 22. Most popular responses… Change structure of course Shorten course Lengthen course Increase depth of course More discipline specific More activity based More hands on Suggestions to improve this course…
- 23. “ I guess we could spend less time focusing on how to cite properly, and more time learning how to actually find the sources which are relevant” Suggestions to improve this course… “ The course focused too much time on basic searches and not enough time on databases” “ More activities – perhaps more in-lab assignments” “ More discipline specific assignments”
- 24. Test Scores Pre-test and post-test results (20 questions) Test design and analysis by Nadine Anderson Skill Area Percentage Improvement Developing Topics 20.10% Finding & Using Books and Articles 34.90% Evaluating Research Sources 20.87% Citing Research Sources 100% Awareness & Avoidance of Plagiarism 32.41% Research Cycle & Information Formats 32.30% Overall improvement 33.08%
- 25. What the teachers say A lot of work! At-risk students have unique needs Students have discipline-specific needs Grades matter Redevelopment and more redevelopment
- 27. Challenges Time management Balancing library priorities Administrative support Hiring TAs Efficiency vs. creativity Facilities management Student management Choosing a pilot group Student needs
- 28. Next steps Increased activity-based learning Increased student-to-student communication Increased asynchronous, e-learning
- 29. References Allan, B. (2007). Blended learning: Tools for teaching and training . London: Facet Publishing. Bowles-Terry, M., Davis, E. & Holliday, W. (2010). “Writing information literacy” revisited: Application of theory to practice in the classroom. Reference & User Services Quarterly . 49 (3). Daugherty, A & Russo, M. (2007). Information Literacy Programs in the Digital Age: Educating college and university students online . Chicago: Association of College and Research Libraries Henrich, A. & Sieber, S. (2009). Blended learning and pure e-learning concepts for information retrieval: Experiences and future directions. Information Retrieval. 12. 117-147. MacDonald, J. (2008) Blended learning and online tutoring: Planning learner support and activity design . Burlington, VT: Gower. Olapiriyakul, K. & Scher, J.M. (2006). A guide to establishing hybrid learning courses: Employing information technology to create a new learning experience, and a case study. Internet and Higher Education. 9 , 287-301. Vaughan, N. (2010) A blended community of inquiry approach: Linking student engagement and course redesign. Internet and Higher Education. 13 , 60-65. Weetman-DaCosta, J & Jones, B. (2007). Developing Students’ Information and Research Skills via Blackboard. Communications in Information Literacy. 1 (1), 16-25.
- 30. Questions?