When Online Instruction Doesn't Measure Up: How Can You Tell, and What Should You Do?

• Published in: Journal of library & information services in distance learning Vol. 13; no. 1-2; pp. 150 - 158
• Main Author: Rapchak, Marcia
• Format: Journal Article
• Language: English
• Published: Binghamton Routledge 03.04.2019; Taylor & Francis Ltd
• Subjects: Academic Libraries; assessment; collaborative learning; College Freshmen; College students; Curriculum Development; Information Literacy; Instructional Effectiveness; Library Instruction; Online Courses; Online instruction; Seminars; User training; Pennsylvania (Pittsburgh)
• ISSN: 1533-290X; 1533-2918
• DOI: 10.1080/1533290X.2018.1499248

At Duquesne University, freshmen are required to take a one-credit information literacy course. This course has traditionally been offered mostly face-to-face, but has expanded into more online offerings. Unfortunately, the experience for students and instructors online was not as positive as those involved with the face-to-face version of the course. Assessment results on a variety of levels and anecdotal evidence indicated that students did not work as well together to learn as those did in the face-to-face version of the course. Not only did instructors receive lower student evaluation scores, but students did not perform as well on their final, collaborative project. While there will be barriers to learning online, especially when students work together in a group, instructors and instructional designers can take distinct steps to make the experience a positive one. Instructors must use particular interventions to increase student-to-student interaction that leads to learning.