OBJECTIVE: This study sought to determine whether a flipped classroom that facilitated peer learning would improve undergraduate health sciences students' abilities to find, evaluate, and use appropriate evidence for research assignments. METHODS: Students completed online modules in a learning management system, with librarians facilitating subsequent student-directed, in-person sessions. Mixed methods assessment was used to evaluate program outcomes. RESULTS: Students learned information literacy concepts but did not consistently apply them in research assignments. Faculty interviews revealed strengthened partnerships between librarians and teaching faculty. CONCLUSION: This pedagogy shows promise for implementing and evaluating a successful flipped information literacy program.
OBJECTIVE: This study sought to determine whether a flipped classroom that facilitated peer learning would improve undergraduate health sciences students' abilities to find, evaluate, and use appropriate evidence for research assignments. METHODS: Students completed online modules in a learning management system, with librarians facilitating subsequent student-directed, in-person sessions. Mixed methods assessment was used to evaluate program outcomes. RESULTS: Students learned information literacy concepts but did not consistently apply them in research assignments. Faculty interviews revealed strengthened partnerships between librarians and teaching faculty. CONCLUSION: This pedagogy shows promise for implementing and evaluating a successful flipped information literacy program.
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Keywords:
Distance/Methods; Education; Educational Technology; Evidence-Based Practice/Education; Group Processes; Humans; Information Literacy; Learning; Libraries; Medical/Education; Program Development; Teaching/Methods
Authors: Marisa L Conte; Mark P MacEachern; Nandita S Mani; Whitney A Townsend; Judith E Smith; Chase Masters; Caitlin Kelley Journal: J Med Libr Assoc Date: 2015-04
Authors: Scott Freeman; Sarah L Eddy; Miles McDonough; Michelle K Smith; Nnadozie Okoroafor; Hannah Jordt; Mary Pat Wenderoth Journal: Proc Natl Acad Sci U S A Date: 2014-05-12 Impact factor: 11.205