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Online LIS education: towards the right balance of flexibility and engagement
- 1. Online LIS education: towards the right balance of flexibility and engagement Dr Jo Hanisch, Dr Hilary Hughes, Dr Mary Carroll, Ms Barbara Combes & Dr Aliese Millington 10 May 2011
- 2. This research comes out of The ALTC Priority Project Re-conceptualising and re-positioning Australian library and information science education for the twenty-first century . Project aim : to establish a consolidated and holistic picture of the Australian LIS profession and identify how its future education and training can be mediated in a cohesive and sustainable manner.
Editor's Notes
- Schilling (2009) investigation of an information management course reports on improvements made in content delivery and online navigation resulting in higher student satisfaction and participation though no significant improvement was found in student’s performance. In a survey of Australian LIS students Combes and Anderson (2010) found ‘ LIS students’ emotional response to online study and their feelings of anxiety and confidence are closely related to feelings of isolation and their ability to connect with the university and the online/on campus community’ (Combes & Anderson, 2010, p. 270) study concludes that for online learning to be viable and worthwhile experience for students, universities and lecturers need to do more than simply provide electronic versions of their course materials.
- In his study centring on the use of forums in the online LIS course at Charles Sturt University, Pymm (2006) while students had a generally positive attitude towards the potential for online tools to support online learning, both undergraduate and postgraduate students rarely used them in any meaningful way. Overall, students supported the idea of the forum even if though they may not have used it a great deal (Pymm, 2006, p.107). Bunn (2004), investigation of blended MLS course in New Zealand most important factor that influenced students to persevere with their chosen course a degree of interpersonal contact, either online or face-to-face with students and educators. Similar to Dow (2008) in a study on social presence in online LIS courses students preferred blended learning in order to feel more comfortable and engaged with their course
- Burnett, Bonnici, Miksa and Kim (2007) study on quality of online interaction in LIS masters courses Aimed to identify factors that ‘contribute positively to student satisfaction in Web-supported library and information studies (LIS) master's courses’ The three dimensions that were identified as most beneficial were 1) frequency, 2) intensity and 3) topicality of interaction. Yukawa (2007) found that online participation was significantly impacted by students’ previous experiences with online tools, learning styles and other social factors In a significant investigation of Charles Sturt University’s experience providing a blended learning LIS course to students in Asia Mills, Eyre and harvey 2005) found that if online courses are to be successful, a careful consideration of the cultural and learning background of the students was essential. Marley (2007) found that gender significantly impacted on many aspects of online learning, and should be an important consideration when designing online LIS courses.
- The WISE consortium attempts to incorporate students’ measures of satisfaction into their strategies for course provision. WISE (Web-based Information Science Education) aims to ‘pool resources and increase the scope and quality of educational connections in LIS’ (Montague & Pluzhenskaia, 2007, p. 38). Central to the mission of the organisation has been the establishment of quality metrics concerning administrative and technical support, faculty, learning effectiveness and students’ satisfaction. A regular review of student experiences with online education is imbedded within the course as a means of providing feedback to faculty and administration.
- Literature review and scans: to establish and report what was already known about opportunities for LIS education in Australia; LIS student demographics; Current students ’ and recent graduates ’ expectations and experiences of their LIS Course, and; recent graduates ’ destinations on completion of their course and to what extent their courses had met their expectations in preparing them for their professional LIS career; Government research bodies were approached to see what data was already available about LIS students and recent graduates in Australia, and about Australian students and recent graduates in general that could be used in comparison; Data collection and analysis: two online self administered surveys and five focus groups. Surveys incorporated Likert and open-ended questions, were completed respectively by current LIS students studying in Australian institutions, and recent graduates of Australian LIS courses. focus groups were conducted by phone with LIS students and recent graduates. While the survey responses provided demographic information and data concerning student/graduates ’ expectations and outcomes of LIS courses, the focus groups provided deeper insights about their educational experiences.
- A significant proportion of students undertake LIS studies as part of a plan to re-enter the workforce or begin a second career. These and other LIS students often juggle their studies against work, family and other commitments (Bunn, 2004). Such students require the flexibility to study when and where it is convenient. With the advent of the Internet and World Wide Web (WWW), universities and TAFEs are offering many of their courses wholly online and in mixed mode (online and on campus) to provide a blended study model for students. This trend is occurring worldwide (De Jonghe, 2010; Gulatee, 2009; Allen & Seaman, 2008; Peltier, Scgibrowsky & Drago, 2007; Kazmer & Haythornthwaite, 2005).
- 47% wholly online - indicating that online delivery is an increasingly important study mode for students.
- Overwhelmingly (91 per cent), current students reported that flexibility for time management was the most important
- From the data it is evident that the graduates chose their LIS course carefully, based on the quality and nature of the course, and its relationship to the current LIS profession and career outcomes.
- For graduates: From the figure, the most commonly reported obstacles to online learning relate to lack of face-to-face contact (30.5 per cent)
- Results from this research indicate that many students still experience feelings of isolation and loneliness when working online with 35 per cent of current students and 43 per cent of graduates reporting that forming relationships online was difficult for them. Research suggests this experience is common across ages, but warrants further investigation (Combes & Anderson, 2006; McSporran & King, 2005; Muilenburg & Berge, 2005; Gulatee, 2010). Mixed feelings about online forums to alleviate this
- However, some students do find the online forums beneficial
- Students were also asked about their comfort levels when asking questions and giving opinions in the online environment. In the current student group, 73 per cent said they were comfortable
- Only 39 per cent of the graduates said they were comfortable asking questions and expressing opinions online, while 18 per cent said they feel uncomfortable, but 41 per cent did not comment. From the figure, the most commonly reported obstacle to online learning …..poor communication (32.5 per cent)
- In the current student group 74 per cent felt the guidance and direction provided by online teaching staff was appropriate, while 71 per cent of graduates fell in this category. In both survey groups there is still a number of students (15 - 20 per cent) who did not feel they received enough guidance or direction from their online lecturers/teachers.
- The low level of graduates (43 per cent) who would enrol in the future in an online course calls for urgent improvements in online course design to enhance learning experiences and outcomes and attract returning students. There is an evident need to enhance the quality of online learning, and especially to increase support and networking opportunities for students. In particular, course providers need to address the discrepancy between graduates’ stated preference for flexibility in study and the obstacles, limited motivation, discomfort in asking questions and limited interaction with peers they experience with online learning. The graduates’ obstacles to online learning presented in Figure 3 offer a useful starting point for course providers in determining development priorities.
- The low level of graduates (43 per cent) who would enrol in the future in an online course calls for urgent improvements in online course design to enhance learning experiences and outcomes and attract returning students. There is an evident need to enhance the quality of online learning, and especially to increase support and networking opportunities for students. In particular, course providers need to address the discrepancy between graduates’ stated preference for flexibility in study and the obstacles, limited motivation, discomfort in asking questions and limited interaction with peers they experience with online learning. The graduates’ obstacles to online learning presented here offer a useful starting point for course providers in determining development priorities. rather than promoting online learning as a replacement for face-to-face teaching, educators should explore different learning paradigms where the learning experiences and opportunities are different, but of equal value to face-to-face experiences.