Abstracts
Abstract
After creating an online information literacy tutorial in response to the shift to online learning due to the COVID-19 pandemic, a team of six library employees developed a multi-pronged approach to assessing the module to determine how well it met the stated learning objectives. This article describes the assessment of the Getting Started With Research information literacy module, a learning experience developed using Articulate Rise 360 software and accompanied by a Google Forms research log for students to complete. The authors present results from both a rubric-driven and textual analysis study undertaken to assess student responses to the research logs, and they discuss how the study’s findings will inform future practice.
Keywords:
- Online tutorial,
- rubric analysis,
- asynchronous instruction,
- active learning,
- textual analysis
Résumé
Après avoir créé un tutoriel en ligne sur la maîtrise de l’information en réponse au passage à l’apprentissage en ligne dû à la pandémie de la COVID-19, une équipe de six employés de la bibliothèque ont développé une approche multidimensionnelle pour évaluer le module afin de déterminer dans quelle mesure il répondait aux objectifs d’apprentissage énoncés. Cet article décrit l’évaluation du module de la maîtrise de l’information « Getting Started With Research », une expérience d’apprentissage conçue en utilisant le logiciel Articulate Rise 360 et accompagnée d’un carnet de recherche Google Forms à remplir par les étudiants. Les autrices présentent les résultats d’une étude axée sur une rubrique et une analyse textuelle entreprise pour évaluer les réponses des étudiants aux carnets de recherche et ils discutent de la manière dont les résultats de l’étude éclaireront les pratiques futures.
Mots-clés :
- Tutoriel en ligne,
- analyse par rubrique,
- formation asynchrone,
- apprentissage actif,
- analyse textuelle
Appendices
Bibliography
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