4. WHY ONLINE SERVICES ARE NECESSARY
•Provide resources for students
with access issues
•Distance Education is growing
“I work full time, I have a wife and 3 kids. Online classes
are the only way I can get a chance to finish my degree.”
7. DISCUSSION: OBSTACLES
TO SUCCESS
THINK ABOUT WHAT ARE THE MAJOR OBSTACLES TO SUCCESS THAT YOUR ONLINE STUDENTS FACE?
WHAT QUESTIONS DO THEY ALWAYS ASK? WHAT CAUSES THEM TO LEAVE AND NOT COME BACK?
8. CHALLENGES ONLINE
•Basic computer skills
•Reading/following directions
•Digital communication
•Searching for research materials online
•Time management
•Self-motivation
•Life situations
10. READY FOR ONLINE?
•Office of eLearning Online Student Online Readiness assessment
•Part of an online orientation—students work through modules
•Quiz at the end based on what was learned in the modules
•If quiz reveals weaknesses in one area, students are directed to the
appropriate Student Lingo workshop
•Timeline: expected to implement Spring 2017
11. WHAT ELSE CAN HELP
STUDENTS IMPROVE IN
ONLINE COURSES?
13. WHAT IS EMBEDDED LIBRARIANSHIP?
•Library presence in a virtual learning space
•Micro to macro levels of involvement
•Customizing content
•Establishing working relationships
14. DIFFERENCES
Traditional Embedded
Respond at point of need Anticipate need and prepare
Individual, one-on-one service Collaborative between instructor
and librarian, and all students
One time library instruction Ongoing instruction/engagement
15. BENEFITS OF AN EMBEDDED LIBRARIAN
•Benefits your department
•Reaches students at point of need
•Opens dialogue with students,
provides valuable insight for instructors
•Students can improve online!
16. HOW CAN THIS HELP
STUDENTS IMPROVE IN
ONLINE COURSES?
17. CHALLENGES ONLINE
•Basic computer skills:
•Reading/directions:
•Communication:
•Searching for research materials online:
•Time management:
•Self-motivation
•Life situations
another technology point of contact
if professor is busy, librarian can clarify
a friendly face if nervous contacting professor
that’s our job to help!
setting meetings w/ librarians help stay on track
18. IS IT RIGHT FOR YOUR COURSE?
•Research complex, needs specialized info?
•Uncomfortable granting outside access?
•Added librarian without contacting them?
•Want a librarian “just in case”?
19. •Online/hybrid/use of LMS?
•Research paper/project?
•Research requires outside sources?
•Writing or spoken debate emphasized?
•Information literacy skills a goal?
20. DISCUSSION: YOUR
ASSIGNMENT
THINK OF A RESEARCH PAPER OR PROJECT YOU ASSIGN THAT REQUIRES OUTSIDE SOURCES.
WHAT DO STUDENTS STRUGGLE WITH THE MOST?
21. EXAMPLE OF PARTNERSHIP
•Dr. Jeanne Holland, adjunct English faculty member
ENG 100 - 1016: Fall 2015
ENG 100 - 1014: Spring 2016
ENG 101 - 3032, ENG 101 -1853: Spring 2016
ENG 102 - 1024: Fall 2016
24. OPTIONS
•Library Service Links Least amount of outside involvement
•Custom Tools Requires communication, librarian creates
•Librarian as “Teacher” Requires planning on both ends
•Discussion Boards Instructor facilitates, librarian moderates
•Virtual Office Hours Instructor encourages, librarian covers
•Synchronous Workshops Requires the most planning on both ends
Level of Planning/Involvement
31. FINAL COURSE GRADES
ENG 100: 22 STUDENTS
•8 grades of B or higher
•3 grades of C
•2 grades of D
•11grades of F
ENG 101: 18 STUDENTS
•10 grades of B or higher
•4 grades of C
•0 grades of D
•4 grades of F
(9 zero papers) (4 zero papers)
32. FINAL COURSE GRADES
ENG 100
•36% B or higher (8/22)
•<1% earned F (2/22)
ENG 101
•56% B or higher (10/18)
•0% earned F (0/18)
33. FINAL PAPER GRADES
Of the 28
online students
who turned in
final papers,
26 earned B or
better on the
paper.
35. IN PERSON OPTIONS
•Embedded
•Library instruction throughout the semester
•Individual meetings with students
•Other In-Person Services
•One time library instruction for your class
•Research or citation workshops
•Student (or faculty!) consultations
37. •Contact a librarian!
•Establish shared goals and outcomes
•Start early and build pieces together
•Set deadlines with time for library involvement
•Communicate the requirement to students
-Is your course online, hybrid, or heavily utilizes your LMS?
-Do you assign a research paper/project?
-Does the research require sources outside of required readings?
-Is writing or spoken debate emphasized in this course?
-Is increasing students’ information literacy skills a goal?
-Have you spoken to a librarian about possible options?
-Total online students: 41
-Questions received: 163
-Most popular month: April - 79
-Most popular day: Sunday - 34
-Most popular time: 9pm - 25
Surveys sent to all students in the online ENG 100 and ENG 101 classes via LMS e-mail (41 students). Only 10 responses but of the 10: 8 felt more confident than before after receiving a librarian’s help (1 less, 1 same). 9 rated their interactions with a librarian as the highest 1-5 rating (5 being Great). 1 rated as 4 (Good).
Surveys sent to all students in the online ENG 100 and ENG 101 classes via LMS e-mail (41 students). Only 10 responses but of the 10: 8 felt more confident than before after receiving a librarian’s help (1 less, 1 same). 9 rated their interactions with a librarian as the highest 1-5 rating (5 being Great). 1 rated as 4 (Good).
.09%
Out of 41 online English students, 13 just didn’t turn in the assignment.
Of the 28 online students who turned in their final research paper, 26 earned a B or better on the final paper.
Out of 41 online English students, 13 just didn’t turn in the assignment.
Of the 28 online students who turned in their final research paper, 26 earned a B or better on the final paper.
-See if your library can realistically handle the program or already has one started. Does your college have an eLearning or DE librarian?
-Set up a meeting to establish shared goals and outcomes
-Set deadlines with enough time for library involvement
-Communicate to students that library collaboration is not optional
