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首页> 外文期刊>Evidence Based Library and Information Practice >Increasing the Authenticity of Group Assignments in an Online Research Course may Lead to Higher Academic Achievement
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Increasing the Authenticity of Group Assignments in an Online Research Course may Lead to Higher Academic Achievement

机译：在线研究课程中提高小组作业的真实性可能会带来更高的学术成就

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A Review of: Finch, J. L., & Jefferson, R. N. (2013). Designing authentic learning tasks for online library instruction. Journal of Academic Librarianship, 39(2), 181-188. http://dx.doi.org/10.1016/j.acalib.2012.10.005 Objective – To explore what impact assigning authentic tasks to students deliberately grouped by their majors in an online library research course has on student perceptions of teaching quality (teaching presence) and satisfaction. Design – Empirical comparative study. Setting – Medium-size (10,500 full-time students) liberal arts college in the United States of America. Subjects – 33 undergraduate students enrolled in a library research course. Methods – The study focusses on two sections of a one-credit online library research course taught by library faculty. The 17 students in the Spring “express” section were randomly assigned to groups and asked to complete a group annotated bibliography project using MLA style (Class Random). The 16 students registered in the Summer section of the same course were grouped by their majors, and asked to complete a modified version of the annotated bibliography group project in which they were asked to identify and then utilize the citation style most appropriate for their discipline (Class Deliberate). Students in Class Deliberate also received instruction around the role of subject specific citation styles in scholarly communication. Both sections completed a final assignment in which they developed a portal of resources to support their future studies or careers. All 33 students in both sections were invited to complete a modified online version of the Community of Inquiry (COI) survey consisting of 16 questions relating to student perceptions of the course’s teaching and cognitive presences. Questions relating to social presence were not administered. The final grades awarded to all students in both sections were also analyzed. Main Results – A total of 59% of the students in Class Random (10/17) and 67% of the students in Class Deliberate (11/16) completed the online survey. There were no statistically significant differences in the survey responses between the two sections with both groups of students rating the instructor’s teaching presence and the course’s cognitive presence highly. Only 40% of the respondents from Class Random and 46% from Class Deliberate agreed that working with peers facilitated their learning. The mean final grade received by students in Class Deliberate was 95.27 versus 86.15 in Class Random, a statistically significant difference (p<0.10). Conclusion – Assigning authentic tasks has a positive impact on academic achievement, but differences in course timing and the structure and the higher number of seniors enrolled in Class Deliberate may partly account for the differences in the mean grade. The COI theoretical framework is useful for understanding the complex multidisciplinary nature of information literacy instruction, particularly in an online environment. Areas for future research include the role of social presence and its relationship to the age of participants in online library instruction.
机译：评论：Finch，J.L。和Jefferson，R.N。（2013）。为在线图书馆教学设计可靠的学习任务。高等学校图书馆学报，39（2），181-188。 http://dx.doi.org/10.1016/j.acalib.2012.10.005目标–探索向在线图书馆研究课程中按专业专业分类的学生分配真实任务对学生对教学质量的看法（教学）有什么影响存在）和满意度。设计–实证比较研究。背景–美国的中型（十万五千名全日制学生）文科学院。科目–图书馆研究课程招收了33名本科生。方法–研究重点在于图书馆教师教授的一站式在线图书馆研究课程的两个部分。春季“表达”部分中的17名学生被随机分配到各个小组，并被要求使用MLA样式（“班级随机”）完成一个小组注释书目项目。在同一课程的夏季部分注册的16名学生按其专业进行分组，并要求他们完成带注释的书目小组项目的修改版本，在该项目中，他们被要求识别然后使用最适合其学科的引用方式（类故意）。班级有意的学生还接受了有关学科特定的引用方式在学术交流中的作用的指导。这两部分都完成了最后的任务，他们在其中开发了资源门户，以支持他们的未来学习或职业。两个部分的所有33名学生均受邀完成修改后的在线社区调查（COI）调查版本，其中包括16个与学生对课程教学和认知能力的看法有关的问题。没有处理与社会存在有关的问题。还分析了授予这两个部分的所有学生的最终成绩。主要结果–共有59％的随机班级学生（10/17）和67％的故意班级学生（11/16）完成了在线调查。两部分之间的调查回答在统计学上没有显着差异，两组学生对教师的教学表现和课程的认知表现均给予高度评价。来自Class Random的受访者中只有40％，来自Class Deliberate的受访者中只有46％同意与同龄人一起工作有助于他们的学习。故意班级学生获得的平均最终成绩为95.27，而随机班级学生为86.15，具有统计学意义的差异（p <0.10）。结论–分配真实的任务对学业成绩有积极的影响，但是课程时间和结构上的差异以及有意参加班级的高年级学生人数较多，可能部分解释了平均成绩的差异。 COI理论框架对于理解信息素养教学的复杂的多学科性质很有用，尤其是在在线环境中。未来研究的领域包括社会存在的作用及其与在线图书馆教学参与者年龄的关系。

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