2014
Evidence - based learning approach in evaluation of information literacy education
KOVÁŘOVÁ, PavlaZákladní údaje
Originální název
Evidence - based learning approach in evaluation of information literacy education
Autoři
Vydání
ECIL 2014, 2014
Další údaje
Jazyk
angličtina
Typ výsledku
Prezentace na konferencích
Obor
Dokumentace, knihovnictví, práce s informacemi
Stát vydavatele
Chorvatsko
Utajení
není předmětem státního či obchodního tajemství
Odkazy
Organizační jednotka
Filozofická fakulta
Klíčová slova anglicky
evidence-based learning, information literacy effectiveness, Kirkpatrick's four levels model, research
Příznaky
Mezinárodní význam, Recenzováno
Změněno: 23. 11. 2016 11:52, PhDr. Pavla Vizváry, Ph.D. LL.M.
Anotace
V originále
The primary goal of our contribution is to stress the necessity of including cyclic or continual research methods to information literacy (IL) education. The distinctive character of recent IL education seems to be specialization in wide range of study areas so, it is obvious, that the quality empiric data is a precondition for building a student-centred lessons. Evidence-based learning (as a general attitude) in evaluation of IL education leads to more effective educational aims. The various model approaches to thinking about the effectiveness of IL education are presented. We focus on the Kirkpatrick’s Four Levels model which corresponds with our aim to strength students’ satisfaction and learning results. The practical experience with conducting a research according to this approach is presented in detail. The first measuring level tries to evaluate immediate students’ reactions to an educational activity (a seminar, a workshop, a module in e-learning etc.). We assessed students’ satisfaction with the study environment, study content and the lecturer. In accordance with the research methods of first Kirkpatrick’s level we used short paper questionnaires (so called smile-sheets). The purpose of the survey was to identify organizational and content problems. The second Kirkpatrick’s level explores the change in knowledge and skills due to education activity. In order to map the knowledge progress in the information literacy e-learning course we assigned pre-test and post-test. Another method was a didactic test which served for comparing the knowledge of both LIS students and librarians who took part in lessons on information safety. The subject of the third level of the Kirkpatrik’s model is to identify the long term change in participants’ behaviour with the benefit of hindsight (e.g. six months after the lesson). The qualitative methodology, specifically focus groups series which aimed at the ability and willingness of the students to utilize the acquired knowledge and skills effectively, was used in the survey. The next method was the 365° feedback realized as six interviews. The fourth level shows the tangible results of the programme and is accepted mainly in the commercial sphere because it is focused on the return of education investment. This only level has not been performed and therefore is presented only theoretically. The evidence-based approach in the field of IL education brings constant feedback of the ongoing education to the lecturer, supplies valuable data revealing the effectiveness of individual forms of IL education and helps to predict the course of further education activities. Our contribution stresses positives from application of Kirkpatrik’s model to designing effective IL education. It is important for the results of the measurement to be thoroughly analysed and presented so they can serve as a foundation of further development. References Phillips, R., McNaught, C., & Kennedy, G. (2012). Evaluating E-learning. (xxviii, 207 p.) New York: Routledge. Kirkpatrick, D., & Kirkpatrick, J. (c2007). Implementing the four levels: a practical guide for effective evaluation of training programs. (1st ed., xii, 153 p.) San Francisco. Kirkpatrick, J. (2007). The hidden power of Kirkpatrick's four levels. T+D, 61(8), 34-37.
Návaznosti
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