Presentation Title

Scholarly writing in the online college learning environment: are academic library writing resources effective for students?

Location

Room 212

Type of Presentation

Individual paper/presentation (20 minute presentation)

Target Audience

Higher Education

Abstract

Background: College students in the online learning environment struggle to learn to write academic papers according to the American Psychological Association (APA) style format guidelines.

Objective: To investigate the relevancy of academic library writing resources for assignments prior to and after a librarian directed presentation among college students in Atlanta, Georgia.

Methods: Non probability purposive sampling was used to recruit college students (N= 230) attending DeVry University in the Atlanta metropolitan area between October 2013 and June 2014. Multiple logistic regression analysis was used to determine the relationship between understanding and using APA for assignments on comfort level with APA format prior to a librarian directed presentation.

Results: More than one half (54%, n= 122) of college students reported that they were comfortable using APA format prior to the presentation. The majority of students (72%, n= 165) indicated that the material presented on how to format their papers in APA would improve their academic performance. Students that reported the material covered in the presentation was relevant to their classwork were 2.4 times (adjusted OR: 2.38; 95% CI: 0.43- 13.27) more comfortable APA format prior to the presentation.

Conclusion: Results suggest that college students that are comfortable using APA prior to a library presentation have a better understanding APA format after attending a library presentation.

Presentation Description

College students in the online learning environment struggle to learn to write academic papers according to the American Psychological Association (APA) style format guidelines. Our quantitative research study investigates the relevancy of academic library writing resources for assignments prior to and after a librarian directed presentation among college students in Atlanta, Georgia. Our results suggest that college students that are comfortable using APA prior to a library presentation have a better understanding of APA formating after attending a library presentation.

Publication Type and Release Option

Presentation (Open Access)

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Sep 25th, 8:30 AM Sep 25th, 9:45 AM

Scholarly writing in the online college learning environment: are academic library writing resources effective for students?

Room 212

Background: College students in the online learning environment struggle to learn to write academic papers according to the American Psychological Association (APA) style format guidelines.

Objective: To investigate the relevancy of academic library writing resources for assignments prior to and after a librarian directed presentation among college students in Atlanta, Georgia.

Methods: Non probability purposive sampling was used to recruit college students (N= 230) attending DeVry University in the Atlanta metropolitan area between October 2013 and June 2014. Multiple logistic regression analysis was used to determine the relationship between understanding and using APA for assignments on comfort level with APA format prior to a librarian directed presentation.

Results: More than one half (54%, n= 122) of college students reported that they were comfortable using APA format prior to the presentation. The majority of students (72%, n= 165) indicated that the material presented on how to format their papers in APA would improve their academic performance. Students that reported the material covered in the presentation was relevant to their classwork were 2.4 times (adjusted OR: 2.38; 95% CI: 0.43- 13.27) more comfortable APA format prior to the presentation.

Conclusion: Results suggest that college students that are comfortable using APA prior to a library presentation have a better understanding APA format after attending a library presentation.