Type of Presentation
Individual paper/presentation
Target Audience
Higher Education
Location
Session Three Breakouts
Abstract
Like other academic libraries, librarians at a regional comprehensive university had to switch from in-person to online synchronous information literacy sessions due to COVID-19. The Coordinator of Information Literacy has served as psychology librarian for over two years and worked with faculty to incorporate library instruction in all sections of the required research methods and senior seminar courses. Active learning was a central component of these in-person sessions, which included database searching and an exercise for students to understand the difference between primary/empirical and secondary/review literature. He quickly discovered that the small group activities did not readily lend themselves to an online format. This presentation will discuss the process of transitioning activities through experimentation – and much trial and error – over several semesters of online sessions in Blackboard Collaborate, the university’s learning management system (LMS). Various iterations of the activities, lessons learned, and instructional technologies used will be featured. Feedback from students and teaching faculty will also be included. There will be plenty of time left for attendees to ask questions.
Presentation Description
Active learning was a critical component of in-person sessions for psychology research methods and senior seminar courses, which included database searching and an exercise for students to understand primary/empirical and secondary/review literature. The liaison librarian quickly discovered that these activities did not easily lend themselves to an online format. This presentation will discuss transitioning activities, including lessons learned and instructional technologies used. Feedback from students and faculty will also be included. There will be plenty of time to ask questions.
Keywords
online instruction, instructional technology, active learning, upper-level courses, database searching, disciplinary courses, experiential learning
Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
Siegel, John, "Getting Active during COVID-19: Incorporating Experiential Learning in Online Instruction" (2021). Georgia International Conference on Information Literacy. 15.
https://digitalcommons.georgiasouthern.edu/gaintlit/2021/2021/15
Included in
Curriculum and Instruction Commons, Higher Education Commons, Information Literacy Commons, Online and Distance Education Commons, Psychology Commons
Getting Active during COVID-19: Incorporating Experiential Learning in Online Instruction
Session Three Breakouts
Like other academic libraries, librarians at a regional comprehensive university had to switch from in-person to online synchronous information literacy sessions due to COVID-19. The Coordinator of Information Literacy has served as psychology librarian for over two years and worked with faculty to incorporate library instruction in all sections of the required research methods and senior seminar courses. Active learning was a central component of these in-person sessions, which included database searching and an exercise for students to understand the difference between primary/empirical and secondary/review literature. He quickly discovered that the small group activities did not readily lend themselves to an online format. This presentation will discuss the process of transitioning activities through experimentation – and much trial and error – over several semesters of online sessions in Blackboard Collaborate, the university’s learning management system (LMS). Various iterations of the activities, lessons learned, and instructional technologies used will be featured. Feedback from students and teaching faculty will also be included. There will be plenty of time left for attendees to ask questions.
