Using Courseware Discussion Boards to Engage Graduate Students in Online Library Workshops

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<ul><li><p>This article was downloaded by: [Ume University Library]On: 23 November 2014, At: 21:23Publisher: RoutledgeInforma Ltd Registered in England and Wales Registered Number: 1072954Registered office: Mortimer House, 37-41 Mortimer Street, London W1T 3JH,UK</p><p>Internet Reference ServicesQuarterlyPublication details, including instructions forauthors and subscription information:http://www.tandfonline.com/loi/wirs20</p><p>Using Courseware DiscussionBoards to Engage GraduateStudents in Online LibraryWorkshopsHannah Gascho Rempel a &amp; Paula S. McMillen ba The Valley Library , Oregon State UniversityLibrariesb University of NevadaPublished online: 18 Dec 2008.</p><p>To cite this article: Hannah Gascho Rempel &amp; Paula S. McMillen (2008)Using Courseware Discussion Boards to Engage Graduate Students in OnlineLibrary Workshops, Internet Reference Services Quarterly, 13:4, 363-380, DOI:10.1080/10875300802326350</p><p>To link to this article: http://dx.doi.org/10.1080/10875300802326350</p><p>PLEASE SCROLL DOWN FOR ARTICLE</p><p>Taylor &amp; Francis makes every effort to ensure the accuracy of all theinformation (the Content) contained in the publications on our platform.However, Taylor &amp; Francis, our agents, and our licensors make norepresentations or warranties whatsoever as to the accuracy, completeness,or suitability for any purpose of the Content. Any opinions and viewsexpressed in this publication are the opinions and views of the authors, andare not the views of or endorsed by Taylor &amp; Francis. The accuracy of the</p><p>http://www.tandfonline.com/loi/wirs20http://www.tandfonline.com/action/showCitFormats?doi=10.1080/10875300802326350http://dx.doi.org/10.1080/10875300802326350</p></li><li><p>Content should not be relied upon and should be independently verified withprimary sources of information. Taylor and Francis shall not be liable for anylosses, actions, claims, proceedings, demands, costs, expenses, damages,and other liabilities whatsoever or howsoever caused arising directly orindirectly in connection with, in relation to or arising out of the use of theContent.</p><p>This article may be used for research, teaching, and private study purposes.Any substantial or systematic reproduction, redistribution, reselling, loan,sub-licensing, systematic supply, or distribution in any form to anyone isexpressly forbidden. Terms &amp; Conditions of access and use can be found athttp://www.tandfonline.com/page/terms-and-conditions</p><p>Dow</p><p>nloa</p><p>ded </p><p>by [</p><p>Um</p><p>e U</p><p>nive</p><p>rsity</p><p> Lib</p><p>rary</p><p>] at</p><p> 21:</p><p>23 2</p><p>3 N</p><p>ovem</p><p>ber </p><p>2014</p><p>http://www.tandfonline.com/page/terms-and-conditions</p></li><li><p>Using Courseware Discussion Boardsto Engage Graduate Students in Online</p><p>Library Workshops</p><p>Hannah Gascho RempelPaula S. McMillen</p><p>ABSTRACT. Librarians at Oregon State University (OSU) Libraries usedthe discussion board features of Blackboard courseware to create an inter-active experience for graduate students at a distance who could not attendthe on-campus Literature Review Workshops. These recently developedworkshops have been extremely popular with graduate students across thedisciplines and have generated a growing demand from distance educationgraduate students and faculty to offer similar information online. Reluctantto simply deliver content via an online tutorial, librarians sought to dupli-cate the workshop atmosphere by making the sessions available for a shorttime-period online, asking participants to respond to discussion questions atspecific points in the workshop, and offering audio-mediated online demon-strations of tools and resources. Student feedback and follow-up requestsfor more workshops support the perception that this approach offered arewarding learning experience that addressed their specific adult learningneeds.</p><p>KEYWORDS. Adult learners, discussion boards, distance education,graduate students, literature review, online workshops</p><p>Hannah Gascho Rempel, MS, MLIS, is Graduate Student Services Co-ordinator, The Valley Library, Oregon State University Libraries, 121 TheValley Library, Corvallis, OR 97331 (E-mail: hannah.rempel@oregonstate.edu).</p><p>Paula S. McMillen, PhD, MLIS, is Education Librarian, University of Nevada,Las Vegas, 4505 South Maryland Parkway, Box 457014, Las Vegas, NV 89154(E-mail: paula.mcmillen@univ.edu).</p><p>Internet Reference Services Quarterly, Vol. 13(4) 2008Available online at http://www.haworthpress.comC 2008 by The Haworth Press. All rights reserved.</p><p>doi: 10.1080/10875300802326350 363</p><p>Dow</p><p>nloa</p><p>ded </p><p>by [</p><p>Um</p><p>e U</p><p>nive</p><p>rsity</p><p> Lib</p><p>rary</p><p>] at</p><p> 21:</p><p>23 2</p><p>3 N</p><p>ovem</p><p>ber </p><p>2014</p></li><li><p>364 INTERNET REFERENCE SERVICES QUARTERLY</p><p>INTRODUCTION</p><p>As part of OSU Libraries refocused efforts to serve the academic andresearch needs of graduate students, subject librarians have designed andhave begun to implement several tool- and topic-based workshops. Oneof the workshops that has proven most popular is the Literature Reviewworkshop, which is designed to help graduate students more effectivelyuse library resources in writing literature reviews for theses, dissertations,and grant proposals. Surprisingly, these onsite workshops have generatedwaiting lists since their inception in winter term 2007. Additionally, theworkshops and participants word of mouth have also generated frequentrequests for an online version of the workshops from those who could notattend, either because of scheduling conflicts or because they were distanceeducation students. The challenge, as the workshop designers saw it, washow to create an online learning experience that was equivalent to whatwas offered in person.</p><p>LITERATURE REVIEW</p><p>Distance programs are among the fastest growing sectors of highereducation in the United States (Duffy and Kirkley 2004), and at OregonState University (OSU), distance education enrollment has increased 255%since 2000 (Merickel 2007) with a 17% increase in the past year alone. Torespond to this trend, librarians have examined distance students informa-tion needs so they can better serve this growing component of their campuscommunities. Much has been written about library services for distancestudents on topics ranging from instruction to document delivery (Calvert2001; Gandhi 2003; Jurkowski 2004; Viggiano 2004), especially after thecreation of the ACRL Guidelines for Distance Learning Library Servicesin 1967, which called for equivalent library services for distance stu-dents (ACRL Board of Directors 2004). However, changing technologiesand new instructional strategies call for continuing re-assessment of theapproaches librarians use to provide services to distance students.</p><p>Research into distance students information-seeking behaviors has re-vealed that distance graduate students have reported a preference for Web-based library instruction (Kelley and Orr 2003). This makes sense becausemany distance students have geographic or time barriers that prevent themfrom accessing in-person instruction of any kind. To evaluate whether</p><p>Dow</p><p>nloa</p><p>ded </p><p>by [</p><p>Um</p><p>e U</p><p>nive</p><p>rsity</p><p> Lib</p><p>rary</p><p>] at</p><p> 21:</p><p>23 2</p><p>3 N</p><p>ovem</p><p>ber </p><p>2014</p></li><li><p>Hannah Gascho Rempel and Paula S. McMillen 365</p><p>online instruction is meeting students needs, several researchers haveexamined student perceptions of online learning and have found that cre-ating a sense of community and providing increased levels of affectivesupport are keys to ensuring student satisfaction with online learning(Mullen and Tallent-Runnels 2006; Song et al. 2004). Although thesestudies are not from library-based online instructional programs, librari-ans can apply this knowledge by designing online services that focus oncommunity building, responsiveness to students concerns, and clarity ofinformation.</p><p>A common barrier to library instruction for graduate students, whetheron-campus or through distance programs, are faculty assumptions thatgraduate students arrive equipped with advanced research knowledge andskills (Hardesty 1995; Schmehl Hines 2006). Faculty also assume that ifstudents need to increase their research and information management skills,they will learn these skills on their own (Genoni and Partridge 2000). Inother words, faculty do not see themselves as responsible for providingstudents with the opportunity to learn these skills. In addition, facultyare loath to give up their in-class time to activities they consider to benonsubject-related instruction, although they have reported a willingnessto allow librarians to place an instructional module on research and libraryskills within online courseware for their particular class (Schmehl Hines2006).</p><p>One way to circumvent the issue of faculty reluctance is to offer libraryworkshops outside the auspices of a particular class. Workshops offeredindependently from a particular course can be targeted to a wide varietyof graduate students and held at any time during the term. Stand-alonelibrary workshops have focused on an array of topics, including how to usetools such as bibliographic management software (Harrison et al. 2005),theoretical concepts such as students responsibilities as future faculty(Fyffe and Walter 2005), or the fundamentals of research and the bestways to navigate the librarys collection (Bradigan et al. 1987; Chibnik1997; Lightman and Reingold 2005).</p><p>Distance students are distinct from traditional students not only becauseof their geographical location, but also because they tend to be older thanaverage, and therefore may be classified as adult learners. Adult learnersbring their own collection of learning preferences and needs; for example,they expect to be accountable for more self-directed learning, they preferlearning through hands-on experience, and they enjoy learning that ad-dresses a specific problem (Dewald 1999; Ross-Gordon 2003). As a result,</p><p>Dow</p><p>nloa</p><p>ded </p><p>by [</p><p>Um</p><p>e U</p><p>nive</p><p>rsity</p><p> Lib</p><p>rary</p><p>] at</p><p> 21:</p><p>23 2</p><p>3 N</p><p>ovem</p><p>ber </p><p>2014</p></li><li><p>366 INTERNET REFERENCE SERVICES QUARTERLY</p><p>workshops that are course independent must still have learning objec-tives that graduate students can see as being applicable to their research orproject needs. Even though thesis and dissertation expectations vary acrosssubject disciplines, graduate students in most fields must write a literaturereview. Creating a library workshop that facilitates learning about the lit-erature review process provides these adult learners with the motivation toparticipate in a way that will have direct benefits.</p><p>While library-created online workshops for graduate-level distance stu-dents are rare, online tutorialsespecially for undergraduate studentsarequite common. Undergraduate online tutorials are frequently offered foron-campus as well as off-campus students and are often geared toward gen-eral freshman-level library orientations (Diel and Flett 2003; Karplus 2006;Viggiano 2004), although some have been tailored for specific courses(Kearley and Phillips 2004; Silver and Nickel 2003). Online library tuto-rials have evolved in many directions. Some focus on concepts rather thantool-based instructional design (Holliday et al. 2006). Others attempt toemulate a one-on-one conversation within the tutorial to personalize theexperience (Brunvand 2004). Some incorporate evaluation and feedbackwithin the tutorial (Brunvand 2004; Kearley and Phillips 2004). In short,there is a wealth of experience and information about the process of cre-ating and designing online library tutorials for undergraduates, on whichlibrarians can draw in addressing their own student populations.</p><p>Online library tutorials have also been created for graduate students andoften have qualities similar to undergraduate online tutorials. However,because distance graduate students are typically adult learners, the em-phases on self-directed learning and practical tool-based learning are morecommon components of these tutorials (Ferguson and Ferguson 2005). Forexample, graduate-level online tutorials often include instruction on howto use a subject-specific database so that students within that discipline willsee a direct application to their studies (Behr 2004; Caspers 1998). Theseonline tutorials are usually provided within the context of a particular classand often attempt to assist students with the literature review process (Behr2004; Beile and Boote 2004; Caspers 1998). Occasionally, such tutorialsare presented as stand-alone instructional modules that are detached froma specific course (Block 2007; Ferguson and Ferguson 2005); however,typically they have not found a broad enough audience to be viable. Exam-ples of online tutorials embedded in specific courses are rare, with someexceptions in Library and Information Science, Education, and Nursing.</p><p>Because online library tutorials require a higher level of student self-discipline to complete, tutorial designers have tried to integrate interactive</p><p>Dow</p><p>nloa</p><p>ded </p><p>by [</p><p>Um</p><p>e U</p><p>nive</p><p>rsity</p><p> Lib</p><p>rary</p><p>] at</p><p> 21:</p><p>23 2</p><p>3 N</p><p>ovem</p><p>ber </p><p>2014</p></li><li><p>Hannah Gascho Rempel and Paula S. McMillen 367</p><p>elements that will keep students motivated to complete the tutorial and thatwill also result in a richer learning experience (Dewald 1999). Interactivitymost often takes the form of assessment tools, such as quizzes, that checkon what students have learned up to that point in the tutorial (Diel andFlett 2003; Viggiano 2004). While quizzes are an excellent way to createinteractivity for undergraduates, graduate students may resist activities theyperceive as busy work, unless they see a direct connection to the practicalneeds of the research and writing projects they are working on for theircourses, theses, or dissertations.</p><p>Another way to create a sense of interactivity in online environmentsis through discussion boards. Discussion boards are a common feature ofcourse management systems such as Blackboard, which are already usedby several libraries to host online tutorials (Karplus 2006; Lillard andDinwiddie 2004; Silver and Nickel 2003). However, few online librarytutorials report including a discussion board element in their tutorial as away to improve students engagement with the content and to create a senseof community in the class. The decision to leave out this asynchronousdiscussion element is likely because most library tutorials are designed forone-time library instruction courses in which continued communication isnot expected (Dewald 1999).</p><p>Tutorials accompanying credit courses, in which students were requiredto participate in a discussion board forum, are the exception to the trend(Mulherrin et al. 2004; Tunon 2002); however, Mulherrin and Tunons ex-amples reported varying rates of success using discussion boards. Whenthe discussion boards were included in an undergraduate tutorial wherestudents discussed topics related to specific activities they worked on dur-ing the tutorial, the librarian instructors were pleased with the quality ofstudents discussions (Mulherrin et al. 2004). When the discussion boardswere used in a graduate tutorial where the required discussion topics wereabout more esoteric information topics not directly related to studentsresearch projects, the use of discussion boards was less successful (Tunon2002).</p><p>At OSU Libraries, librarians saw the need to create an online w...</p></li></ul>