From face-to-face to online to blended learning Mauritza Jadefrid, Chalmers University of Technology, [email protected] In recent years, Chalmers Library has noted significant changes in the students’ information literacy skills and needs. In order to meet these changes we have decided to adjust and update our IL courses to include both face-to-face and an online module. Chalmers Library has offered IL courses for decades. Initially the course was face-to- face teaching. When the number of students exceeded our capacity in 2002, we converted the material to an online course in hope of saving time. However, we quickly learned that an online course is just as time consuming as traditional classroom teaching. Both students and librarians also felt they lost important interactions and discussions. After a few years with an online module only, we developed a blended course which includes both face-to-face and online learning. This combination gives us the opportunity to meet the different needs of our students and their ways to learn. After a year of blended learning, we surveyed our students to learn more about their experience with the course. The results revealed that most students preferred a traditional classroom setting. In addition, many students commented that the online module was too difficult, time consuming and lacked a teacher. Furthermore, the subject IL was new and they felt it was presented too late in their education. The results have given us new challenges: How do we change the online course and make it more meaningful for the students? We also discuss how the library can be an obvious support for students during their entire education at Chalmers. Ideas we are currently working with include: • We want to make the online course more interactive by using different media to connect with the students such as transforming text to film, using games and quizzes. • Find ways to increase cooperation with teachers and work to integrate IL in regular courses offered at Chalmers. At this point, we will continue to offer a blended learning IL course and focus on how to meet students increasing IL needs.

Jadefrid - From face-to-face to online to blended learning

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From face-to-face to online to blended learning

Mauritza Jadefrid, Chalmers University of Technology, [email protected]

In recent years, Chalmers Library has noted significant changes in the students’ information literacy skills and needs. In order to meet these changes we have decided to adjust and update our IL courses to include both face-to-face and an online module.

Chalmers Library has offered IL courses for decades. Initially the course was face-to-face teaching. When the number of students exceeded our capacity in 2002, we converted the material to an online course in hope of saving time. However, we quickly learned that an online course is just as time consuming as traditional classroom teaching. Both students and librarians also felt they lost important interactions and discussions. After a few years with an online module only, we developed a blended course which includes both face-to-face and online learning. This combination gives us the opportunity to meet the different needs of our students and their ways to learn.

After a year of blended learning, we surveyed our students to learn more about their experience with the course. The results revealed that most students preferred a traditional classroom setting. In addition, many students commented that the online module was too difficult, time consuming and lacked a teacher. Furthermore, the subject IL was new and they felt it was presented too late in their education.

The results have given us new challenges: How do we change the online course and make it more meaningful for the students? We also discuss how the library can be an obvious support for students during their entire education at Chalmers. Ideas we are currently working with include:

• We want to make the online course more interactive by using different media to connect with the students such as transforming text to film, using games and quizzes. • Find ways to increase cooperation with teachers and work to integrate IL in regular courses offered at Chalmers.

At this point, we will continue to offer a blended learning IL course and focus on how to meet students increasing IL needs.

mailto:[email protected]