Abstract
Details
Keywords
Roberta (Robin) Sullivan, Cynthia A. Tysick, Beth Pilawski, Shufang Shi Strause, Cherie van Putten and Nathan Whitley-Grassi
University and college students are fully immersed in a participatory, interactive, digital culture that permeates every aspect of their lives. Today’s educators must find ways to…
Abstract
University and college students are fully immersed in a participatory, interactive, digital culture that permeates every aspect of their lives. Today’s educators must find ways to integrate educational technology into their curriculum to fully engage their students in the learning process. The difficulty for educators is vetting educational technologies for pedagogical effectiveness and devoting time to work with them prior to classroom integration. Those responsible for creating faculty professional development training opportunities will find self-directed online learning modules coupled with a virtual learning community an effective training tool. Structured inquiry-based learning, which relies on self-direction, curiosity, and knowledge creation, serves as the framework for such professional development efforts. Faculty and staff from 10, public institutions in New York State created an inquiry-based, self-directed, learning community called Tools of Engagement Project (TOEP). The goal was to help faculty and staff identify and master Web 2.0 tools relevant to their teaching needs for integration into their skill set. Approximately 300 faculty and staff from across these 10 institutions met in a virtual environment during a four-month period to actively engage in a collegial, online community where they were encouraged by mentors and fellow participants to learn about Web 2.0 tools. Results of pre- and post-surveys and participants’ comments have shown this self-directed format to be an effective professional development training tool. The pace of TOEP and the differential teaching and learning aspect of the modules have helped faculty and staff who struggle to find the time to integrate these pervasive technologies into their teaching practice.
Patrick Blessinger and John M. Carfora
This chapter provides an introduction to how the inquiry-based learning (IBL) approach is being used by colleges and universities around the world to improve faculty and…
Abstract
This chapter provides an introduction to how the inquiry-based learning (IBL) approach is being used by colleges and universities around the world to improve faculty and institutional development and to strengthen the interconnections between teaching, learning, and research. This chapter provides a synthesis and analysis of all the chapters in the volume, which present a range of perspectives, case studies, and empirical research on how IBL is being used across a range of courses across a range of institutions to enhance faculty and institutional development. This chapter argues that the IBL approach has great potential to enhance and transform teaching and learning. Given the growing demands placed on education to meet a diverse range of complex political, economic, and social problems and personal needs, this chapter argues that education should be a place where lifelong and lifewide learning is cultivated and where self-directed learning is nurtured. To that end, this chapter argues that IBL helps cultivate a learning environment that is more meaningful, responsive, integrated, and purposeful.
Cynthia Mae Helms, Silas Oliveira, Lauren Matacio and Sarah Kimakwa
This paper aims to discover the extended reference needs of Andrews University students by studying their understanding, value and use of library services; and receive input for…
Abstract
Purpose
This paper aims to discover the extended reference needs of Andrews University students by studying their understanding, value and use of library services; and receive input for setting up a reference kiosk.
Design/methodology/approach
Students from various buildings on campus filled out a self-administered 16-point anonymous survey during a two-week period in 2014. Researchers used descriptive statistics to analyze the data collected.
Findings
Students have an understanding of what libraries can do for them, and yet, they do not consider the librarians or use the library services as their first choice for completing their assignments. The respondents feel confident about their library skills and would rather consult their peers or use Google first before consulting a librarian or the information desk. Some of them claim that their classes do not require library use. Students are ambivalent about using an extended reference service outside the library.
Research limitations/implications
This study was limited to one university and during a specific time period. Further research topics could cover why students start with Google or their peers before they use library services, verify the claim that classes do not require library use and evaluate how students’ use of electronic devices affect library use.
Originality/value
The study helped determine the students’ extended reference needs and how they understand, use and value the library.