Instructional elements in an online information literacy Open Educational Resource (OER) and their influence on learner achievement, satisfaction, and self-efficacy

Q2 Social Sciences
Max Sommer, John Hampton, Angela M. Kohnen, Albert D. Ritzhaupt
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引用次数: 0

Abstract

This study tested the influence of instructional elements within an online Open Educational Resource (OER) focused on information literacy (IL) on outcome measures of IL achievement, learner satisfaction and IL self-efficacy among undergraduate students. An online OER was designed to address the domains of access, evaluation and communication of IL guided by the notion of instructional scaffolding and self-regulated learning. Participants were randomly placed into one of six different OER conditions: (a) full version with all instructional elements, (b) lean version, (c) version without tooltip text, (d) version without embedded practice questions, (e) version without learning objectives and (f) version without summaries. There were no significant differences found across the six conditions on the dependent measures. Participants averaged 58% for IL achievement, performing slightly better in the domain of access versus evaluate and communicate. Limitations include a controlled laboratory setting where participants were not necessarily motivated to complete the study tasks at a high level of achievement. Future research can explore more ecologically valid environments where learners might be more motivated, along with more rigorous intervention and assessment construction. This paper includes implications for educators and researchers to explore the established and innovative instructional elements that are natural affordances of an online OER in IL. This paper presents innovative IL instruction that does not require instructor or learner training and evaluates its effectiveness using a sound, replicable methodological approach to isolate the effects of the individual instructional elements.
在线信息素养开放教育资源中的教学要素及其对学习者成就、满意度和自我效能感的影响
本研究考察了在线开放教育资源(OER)中以信息素养为重点的教学要素对大学生信息素养成就、学习者满意度和信息素养自我效能感的影响。在教学框架和自我调节学习的概念指导下,设计了一个在线OER,以解决IL的访问,评估和交流领域。参与者被随机分配到六个不同的OER条件之一:(a)包含所有教学元素的完整版本,(b)精简版本,(c)没有工具提示文本的版本,(d)没有嵌入练习问题的版本,(e)没有学习目标的版本和(f)没有摘要的版本。在六个条件下,在依赖测量上没有发现显著差异。参与者的IL成就平均为58%,在获取领域的表现略好于评估和沟通领域。限制包括受控的实验室环境,参与者不一定有动力以高水平的成就完成研究任务。未来的研究可以探索更多的生态有效环境,使学习者更有动力,并进行更严格的干预和评估构建。本文包括对教育工作者和研究人员探索已建立的和创新的教学要素的启示,这些要素是外语在线OER的自然启示。本文提出了不需要教师或学习者培训的创新外语教学,并使用一种健全的、可复制的方法来评估其有效性,以隔离个别教学要素的影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Journal of Information Literacy
Journal of Information Literacy Social Sciences-Library and Information Sciences
CiteScore
1.40
自引率
0.00%
发文量
18
审稿时长
24 weeks
期刊介绍: JIL is an international, peer-reviewed journal that aims to investigate information literacy in all its forms to address the interests of diverse IL communities of practice. To this end it publishes articles from both established and new authors in this field. JIL welcomes contributions that push the boundaries of IL beyond the educational setting and examine this phenomenon as a continuum between those involved in its development and delivery and those benefiting from its provision. This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge. The journal is published under the Gold Open Access model, because the CILIP Information Literacy Group believes that knowledge should be shared. It is therefore free and requires no subscription. In addition authors are not required to pay a fee to be published in JIL. The Journal of Information Literacy is published twice a year. Additional, special themed issues are also possible and the editor welcomes suggestions. JIL has an acceptance rate of 44% for articles submitted to the journal.
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