Abstract
This paper reports about the objective and subjective evaluation of a blended learning course to foster information literacy skills of psychology students. The course consists of three modules delivered online and two face-to-face seminars. The evaluation is conducted using a multi-method approach with objective as well as subjective measures: Participants completed an information literacy knowledge test and standardized information search tasks before and after taking the course as well as a feedback questionnaire. A sample of N = 67 undergraduate psychology students (n = 37 experimental group, n = 30 waiting control group) participated in the course. As it was expected, students’ knowledge test scores as well as performance in the search tasks improved markedly during the course. Furthermore, students were satisfied with the course, whereas online learning found better acceptance than face-to-face learning. Results are discussed with regard to the soundness of the evaluation criteria used and to further development of the course.
The research was funded by the German Joint Initiative for Research and Innovation with a grant acquired in the Leibniz Competition 2012: grant number: SAW-2012-ZPID-6 114.
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Leichner, N., Peter, J., Mayer, AK., Krampen, G. (2015). Fostering Information Literacy in German Psychology Students: Objective and Subjective Evaluation of a Blended Learning Course. In: Zvacek, S., Restivo, M., Uhomoibhi, J., Helfert, M. (eds) Computer Supported Education. CSEDU 2014. Communications in Computer and Information Science, vol 510. Springer, Cham. https://doi.org/10.1007/978-3-319-25768-6_23
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