Open Access Kent State (OAKS)

Videos are one of the most common media formats for online learning. The impacts of different presentation styles on student performance and experiences have not been widely studied before. Therefore, this study explores how two commonly used video types, screen-capture with narratives vs. cartoon animation, can affect student performance and experiences. A user study with first-year college students (n=56) was conducted to examine the effects of both types of videos on learning performance and experiences. The study results suggested that both the screen capture videos and the conversation-based animation videos were equally effective for the immediate learning outcome. However, there was a qualitative difference in the student responses. More students who watched the cartoon animation videos included more specific library terminology or lingo in their responses.

Paper presented at the Association for Educational Communications and Technology 2020 Virtual International Convention

This paper presents an action research study that used a flipped approach for “one-shot” library instruction. Lack of time for delivering effective library instruction is a common issue academic librarians face when invited to provide one-shot sessions for students. This study compared student’s responses across three levels of “flipped” instruction, as well as examining student reactions to the library instruction experience. Animated video lectures were used for instruction prior to in person sessions with the librarian. Exercises in the live session provided practice for students on searching for articles as well as data on students searching behaviors. Surveys after the session gave additional data about the flipped and in person instruction. Students with greater exposure to the videos showed a higher degree of assignment completion. Results were viewed as a helpful basis for structuring and developing library instruction.

Paper presented at the Association for Educational Communications and Technology 2020 Virtual International Convention

Performing effective library database or internet searches are key skills for student academic success. It can be challenging for students when working in unfamiliar domains, and psychology may be unfamiliar for many students. Even with some psychology coursework completed, ineffective approaches, such as “Just Google it”, can be common for students when searching for articles. They can end up scrolling through hundreds of hits or simply picking a few from the top. This pilot study analyzed 39 screen recordings of searches conducted by students for an in-class search activity at the beginning of a library instruction session for their psychology writing class. Most students completed the activity within 3 minutes and reported they found a full-text article on the worksheet. Some also utilized advanced features provided by the databases, such as the Boolean operator “AND” and limiters (e.g., publication year, peer-review, etc.). However, evaluating the worksheets showed that only about half of students found a full-text article. Additionally, utilization of advance search features did not necessarily lead to better search outcomes, possibly due to poor choice or misuse of keywords while searching databases. Our data will help with planning for more relevant and effective library instruction.

Paper presented at the Association for Educational Communications and Technology 2020 Virtual International Convention

This article describes a collaborative project designed to use action research to assess and advocate for innovative design changes in a school library. The high school library was in its fifth year of service, and yet the layout of the library was not meeting the learning and technological needs of 21st-century high school students. The purpose of the codesigned study was to create a more useable space and make the school library an indispensable part of the school.