Search Strategy Development in a Flipped Library Classroom: A Student-Focused Assessment

Librarians at Brigham Young University compared search statement development between traditional lecture and flipped instruction sessions. Students in lecture sessions scored significantly higher on developing search statements than those in flipped sessions. However, student evaluations show a stro...

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Bibliographic Details
Published in:College & research libraries 2017-03, Vol.78 (3), p.382
Main Authors: Goates, Michael C, Nelson, Gregory M, Frost, Megan
Format: Article
Language:English
Subjects:
Blended Learning
Comparative Analysis
Educational Technology
Homework
Lecture Method
Librarians
Library Instruction
Search Strategies
Statistical Analysis
Student Attitudes
Technology Uses in Education
Undergraduate Students
Video Technology
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Summary:Librarians at Brigham Young University compared search statement development between traditional lecture and flipped instruction sessions. Students in lecture sessions scored significantly higher on developing search statements than those in flipped sessions. However, student evaluations show a strong preference for pedagogies that incorporate elements from both lecture and flipped methodologies. Reasons for lower flipped-session scores may include a lack of student accountability, strong preference for a live demonstration, and disconnections between online tutorial content and in-class collaborative activities. Librarians using a flipped classroom should consider ways to help students make meaningful connections between online tutorials and in-class activities.
ISSN:0010-0870
2150-6701
DOI:10.5860/crl.78.3.382