Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

Student reflections on multimodal course content delivery

Student reflections on multimodal course content delivery Purpose – The purpose of this paper is to illustrate a for‐credit information literacy course redesign that used a flexible multimodal framework to address individual student learning preferences, personal differences and abilities as well as teaching preferences. Design/methodology/approach – Students taking the course were surveyed as to their preferences for content delivery. A qualitative analysis of student reflections was conducted to determine the efficacy of maintaining multiple course formats and to solicit feedback for course improvements. Findings – Results show that students were definitive in their preferences for how they access course materials and that enough students used each format to justify maintaining both. Findings also showed students’ appreciation for being given options. Research limitations/implications – Content delivery modes are changing rapidly. Future studies should explore the efficacy of other modes of delivery. Practical implications – As technology and students’ familiarity with course delivery modes change, how we deliver content to students will also change. The key to reaching students in an effective manner is flexibility. Originality/value – Exploring why and how students choose to learn provides valuable feedback into how we should or should not deliver course content. Learning what works, and providing multiple options, will increase the likelihood of success for a diverse student body. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Reference Services Review Emerald Publishing

Student reflections on multimodal course content delivery

Shaun A. Jackson
Reference Services Review , Volume 42 (3): 17 – Aug 5, 2014
Download PDF
17 pages

Loading next page...
 
/lp/emerald-publishing/student-reflections-on-multimodal-course-content-delivery-bp3AVfMvIn

References (45)

Publisher
Emerald Publishing
Copyright
Copyright © 2014 Emerald Group Publishing Limited. All rights reserved.
ISSN
0090-7324
DOI
10.1108/RSR-05-2014-0011
Publisher site
See Article on Publisher Site

Abstract

Purpose – The purpose of this paper is to illustrate a for‐credit information literacy course redesign that used a flexible multimodal framework to address individual student learning preferences, personal differences and abilities as well as teaching preferences. Design/methodology/approach – Students taking the course were surveyed as to their preferences for content delivery. A qualitative analysis of student reflections was conducted to determine the efficacy of maintaining multiple course formats and to solicit feedback for course improvements. Findings – Results show that students were definitive in their preferences for how they access course materials and that enough students used each format to justify maintaining both. Findings also showed students’ appreciation for being given options. Research limitations/implications – Content delivery modes are changing rapidly. Future studies should explore the efficacy of other modes of delivery. Practical implications – As technology and students’ familiarity with course delivery modes change, how we deliver content to students will also change. The key to reaching students in an effective manner is flexibility. Originality/value – Exploring why and how students choose to learn provides valuable feedback into how we should or should not deliver course content. Learning what works, and providing multiple options, will increase the likelihood of success for a diverse student body.

Journal

Reference Services Review – Emerald Publishing

Published: Aug 5, 2014

Keywords: Information literacy; Online courses; Library instruction; Course delivery; Multimodal; Video lectures

There are no references for this article.