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The Effect of Experiential Learning on Information Literacy Development in Online Doctoral Students : = An Action Research Study.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Effect of Experiential Learning on Information Literacy Development in Online Doctoral Students :/
Reminder of title:	An Action Research Study.
Author:	Heine, Carolyn Conroy.
Description:	1 online resource (161 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-02, Section: A.
Contained By:	Dissertations Abstracts International84-02A.
Subject:	Library science. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29256092click for full text (PQDT)
ISBN:	9798837516801

The Effect of Experiential Learning on Information Literacy Development in Online Doctoral Students : = An Action Research Study.
Heine, Carolyn Conroy.

The Effect of Experiential Learning on Information Literacy Development in Online Doctoral Students :An Action Research Study. - 1 online resource (161 pages)

Source: Dissertations Abstracts International, Volume: 84-02, Section: A.

Thesis (Ed.D.)--Azusa Pacific University, 2022.

Includes bibliographical references

Doctoral students are adult learners in a complex transition from information consumer to knowledge creator, and the dissertation is how each candidate demonstrates their mastery of literature in the field and makes an original contribution to knowledge. Yet, doctoral students appear to be under supported by libraries as both adult learners and students conducting original research. Further complicating this issue is the increase of low-residency or online-only programs that limit librarians' ability to offer face-to-face or synchronous instruction for all doctoral students. This action research study used a pretest-posttest controlled experimental design to test the effectiveness of fully asynchronous modules that incorporated principles of Kolb's (1984) experiential learning theory (ELT) to develop information literacy (IL) in 1st-year doctoral students. A multivariate analysis of covariance was conducted to determine whether there were significant differences in participants' IL confidence and their knowledge, as assessed on a multiple-choice test, with their pretest scores used as the covariate. No significant differences were found between the treatment and control groups on these measures. However, a multivariate analysis of variance conducted on a practical exercise did find the treatment group performed significantly better than the control group, F(4, 15) = 3.586, p < .05. Although the experiential learning treatment did not yield significant differences between the groups in confidence or IL knowledge, the treatment did produce a significantly greater ability to demonstrate IL in a practical exercise. Student feedback indicated a positive reception to the online modules and that IL development would benefit students beyond the 1st semester. Implications of this research suggest doctoral students who engage in activities that approximate real-world tasks will be better equipped to transfer learned skills to coursework and the dissertation.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798837516801Subjects--Topical Terms:

539284
Library science.
Subjects--Index Terms:

Asynchronous instructionIndex Terms--Genre/Form:

542853
Electronic books.

The Effect of Experiential Learning on Information Literacy Development in Online Doctoral Students : = An Action Research Study.
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