ERIC Number: EJ1248371
Record Type: Journal
Publication Date: 2019
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1533-290X
EISSN: N/A
Flipped Library Instruction and Scholarly Resources: A Citation Analysis
Renirie, Rebecca Hill; Harper, Shelley
Journal of Library & Information Services in Distance Learning, v13 n4 p339-352 2019
While flipping the classroom has become more common in information literacy instruction, few studies have examined this method with fully online students. This study investigates whether flipped instruction increases online graduate business students' use of scholarly and professional resources. The authors assessed completed student work with a citation analysis after providing flipped and traditional instruction to two sections of the same course. Overall the students of the flipped class used more scholarly sources and fewer non-scholarly sources in their bibliographies. In addition to the student data, the authors offer some best practices for completing a citation analysis.
Descriptors: Library Instruction, Blended Learning, Scholarship, Information Literacy, Instructional Effectiveness, Graduate Students, Business Administration Education, Bibliographies, Information Sources, Online Courses, Research Methodology, Synchronous Communication, Citation Analysis, Journal Articles
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Information Analyses
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A