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כנס מיטל 2010
Library and Information Science Students' Feedback in an Online Course
,ד"ר נועה אהרוניאוניברסיטת בר אילן
כנס מיטל 2010
The research questions are: 1. What are the main themes
revealed as LIS students express their experience in online courses?
2. Is there a difference between the themes of LIS university students and those of LIS college students as revealed in their feedback?
כנס מיטל 2010
Distance learning Distance education E-learning Blended Learning
כנס מיטל 2010
Interactions in asynchronous online discussion boards
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Students' satisfaction in online courses
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Collaborative learning
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MethodResearch design:A statistical descriptive
analysis A content analysis
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Procedure
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Findings: 65 feedbacks 318 units of analysis 160 feedback units (50.31%)
were written by LIS college students
158 (49.68%) by LIS university students
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Five Major Categories of Feedbacks
Category University College Subtotal Percentage
Personal
Impression 33 61 94 29.55
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Enjoyment Interest Positive experience Negative experience
כנס מיטל 2010
An example for the personal impression category:
"As a first course I took in online learning, I must admit that I really enjoyed it". "Dear Dr. X: Continue succeeding in such courses. It was a great experience for me"
כנס מיטל 2010
Category University College Subtotal Percentage
Reflection 52 36 88 27.67
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Meta-Analysis Process of learning
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An example for the reflection
category: "The fact that we were asked to hand
in the answers and responses to other students' assignments to the forum sharpened our way of thinking and contributed much to the discussions"
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Category University College Subtotal Percentage
Collaboration36205617.61
כנס מיטל 2010
Active discussion The ability to be exposed to different
perspectives Interest
כנס מיטל 2010
An example for the collaboration category:
"I had the possibility to respond online, I learnt to 'listen' to my peers and had the feeing that someone really read what I wrote and responded accordingly"
כנס מיטל 2010
Category University College Subtotal Percentage
Course Materials
20284815.09
כנס מיטל 2010
Course material's level of interest Difficulties Structure
כנס מיטל 2010
An example for the course material category:
"The materials were up to date and included recent theories and studies"
כנס מיטל 2010
Category University College Subtotal Percentage
Course
Management 17153210.06
כנס מיטל 2010
Positive feedback Negative criticism
כנס מיטל 2010
An example for the course management category:
"I enjoyed the way the instructor managed the course: She summarized the discussions, responded to each student, and answered the questions quickly"
כנס מיטל 2010
The comparison between LIS university students and LIS college students shows that LIS university students concentrate on enjoyment, interest and positive experience, while LIS college students prefer to discuss both their positive and negative experience
כנס מיטל 2010
The second category --
reflection -- turns out to be larger within LIS university students than within LIS college students (59.09% versus 40.90%)
כנס מיטל 2010
The next category, collaboration, seems to be larger within LIS university students (64.28%) than within LIS college students (35.71%)
כנס מיטל 2010
Conclusions: LIS university students are
more satisfied with their online learning experience
LIS university students discuss and express more reflective, analytic meta-cognitive aspects of the learning process than their college counterparts
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It is interesting to note that LIS student feedback in both environments did not contain only courtesy, social or good manners remarks, but included content based comments that reflected deep thoughts, analysis and meaning of the learning process
כנס מיטל 2010
תודה על ההקשבה
aharonn1@mail.biu.ac.il
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