flipped classroom, library instruction, information literacy, online tutorials, active learning, instruction assessment
How effective are online tutorials at providing library instruction? Are students really getting as much out of these tutorials as we think they are? What advantages, if any, do students and librarians gain from incorporating online tutorials into information literacy sessions? This presentation will describe a study comparing two library instruction models for an undergraduate advanced writing course at Brigham Young University. The first model follows a traditional instruction session while the second model uses a flipped classroom approach to deliver instruction in the form of an online tutorial. Results from student assignments, evaluations, and focus groups will be discussed to identify potential strengths and weaknesses to using a flipped approach to library instruction.
Original Publication Citation
Goates, M. C., & Nelson, G. M. (2015, May). Using student performance to evaluate an online tutorial: Is flipping really worth it? Presentation at the Utah Library Association Annual Conference, St. George, UT.
BYU ScholarsArchive Citation
Goates, Michael C. and Nelson, Gregory M., "Using Student Performance to Evaluate an Online Tutorial: Is Flipping Really Worth it?" (2015). Faculty Publications. 1759.
Harold B. Lee Library
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