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ERIC Number: EJ1006646
Record Type: Journal
Publication Date: 2013-Mar
Pages: 8
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0099-1333
Designing Authentic Learning Tasks for Online Library Instruction
Finch, Jannette L.; Jefferson, Renee N.
Journal of Academic Librarianship, v39 n2 p181-188 Mar 2013
This empirical study explores whether authentic tasks designed specifically for deliberately grouped students have an effect on student perception of teaching presence and student cognitive gains. In one library research class offered in an express session online, the instructor grouped students randomly. In a second online library research class, students were deliberately grouped according to major. Assignments were designed and targeted to these two groups with IRB approval. The students were surveyed using a modified Community of Inquiry survey. Analysis of survey results using Chi Square tests indicates that this constructivist approach to teaching and learning is effective for teaching library research methods; there was a statistically significant measure of overall grade achievement in the deliberately grouped class. (Contains 5 tables and 1 figure.)
Elsevier. 3251 Riverport Lane, Maryland Heights, MO 63043. Tel: 800-325-4177; Tel: 314-447-8000; Fax: 314-447-8033; e-mail: JournalCustomerService-usa@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A