How Do Student Experiences Differ in Online LIS Programs with and without a Residency?

As more librarians earn master’s degrees online, it is important to understand how their educational experiences affect their professional practice. A crucial aspect of online learning is the residency: the time distance learners spend on campus, bonding together and with their educational instituti...

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Published inThe Library quarterly (Chicago) Vol. 77; no. 4; pp. 359 - 383
Main Author Kazmer, Michelle M.
Format Journal Article
LanguageEnglish
Published Chicago The University of Chicago Press 01.10.2007
University of Chicago Press
University of Chicago, acting through its Press
Subjects
Collaboration
Communities
Community structure
Computer Uses in Education
Continuing education
Distance Education
Distance learning
Educational Environment
Educational Experience
Educational Technology
Electronic Learning
Environmental Influences
Field work
Information science
Librarians
Library Education
Masters degrees
Online communities
Online Courses
Online instruction
Online learning
Outcomes of education
Professional development
Professional Education
Professional Training
Residential buildings
Residential Programs
School campuses
Social Support Groups
Student Attitudes
Student Experience
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Summary:As more librarians earn master’s degrees online, it is important to understand how their educational experiences affect their professional practice. A crucial aspect of online learning is the residency: the time distance learners spend on campus, bonding together and with their educational institutions. Residencies are not practical or preferable for everyone. Some library practitioners would find it difficult to serve their constituents consistently if they left their posts for even brief residencies. Comparing student experiences in two online LIS programs, one with and one without a residency requirement, provides insights into the differences between them. Students in the program without a residency had less sense of community, found group work less successful, and built fewer friendships among their student colleagues; they built professional and support networks among local professional colleagues. Programs without a residency offer benefits for students and communities, for example, by providing the only means of professional education for paraprofessionals in underserved communities.
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ISSN:0024-2519
1549-652X
DOI:10.1086/520995