Beyond The Happy Sheets! Evaluating Learning In Information Skills Teaching

Barton, Jane; German, Richard; Joint, Nick
January 2004
IATUL Annual Conference Proceedings;2004, Vol. 14, preceding p1
Conference Proceeding
This paper reviews three years of data measuring students' immediate reactions to a computer-assisted learning package in information skills and reports on work in progress to establish a more comprehensive programme of evaluation which will assess the medium term impact on learning of both the courseware itself and the way the courseware is delivered to students. The GAELS courseware was developed in the late 1990s as part of a collaborative project between the Universities of Glasgow and Strathclyde, with funding from the Scottish Higher Education Funding Council. The courseware was designed to teach higher level information skills and was initially developed for use with postgraduate engineering students; it has subsequently been adapted for use with students in other subject areas, including biological and physical sciences, and has been embedded for several years now in workshop sessions undertaken with postgraduate and undergraduate students across the Faculties of Science and Engineering at the University of Strathclyde. The courseware is introduced at the start of the academic session and made available on the Web so that students can use it as needed during their course and project work. During the first year, the courseware was used in isolation from other teaching methods (although a librarian was present to support students), whilst in the second and third years it was integrated into more traditional workshop-style teaching sessions (led by a librarian). Library staff wish to assess the longer term impact on learning of both the courseware itself and the way the courseware is delivered to students. The existing evaluation data does not adequately support this type of assessment. Teaching sessions are routinely evaluated by means of simple feedback forms, with four questions answered using a five-point Likert scale, collected at the conclusion of each session. A more comprehensive programme of evaluation, including logging usage of the courseware outside teaching sessions and follow-up of students several months after their introduction to the courseware, is now being established to support a more meaningful assessment of impact of the courseware on student learning.


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