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Flipped versus traditional classroom information literacy sessions: Student perceptions and cognitions

Permanent lenke
https://hdl.handle.net/10037/10664
DOI
https://doi.org/10.15845/noril.v8i1.260
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article.pdf (772.1Kb)
Main article (PDF)
Dato
2016
Type
Journal article
Tidsskriftartikkel
Peer reviewed

Forfatter
Låg, Torstein
Sammendrag
Teaching effectively with limited classroom time is a challenge for information literacy teachers. In the flipped classroom (FC) teaching model, information transmission teaching is delivered outside of class, freeing up class time for learning activities. I adopted the FC model in sessions that were previously taught using a traditional classroom (TC) model. The aim of this paper is to evaluate the FC model's relative impact on (1) student perceptions of usefulness and quality, and (2) student cognitions about the IL sessions. Responses to evaluation forms from the TC model (N = 65), were compared to those from FC model (N = 78). Students judged usefulness and quality on two 4-point rating scales. Student cognitions were elicited with an open-ended question asking for suggestions for improvement and other comments. Responses to the latter were coded by an assistant blind to the conditions. Ratings were near ceiling and similar for both conditions. Responses to the open-ended question revealed interesting trends. Students in the FC condition provided wordier comments, were more concerned with what they themselves did and could do, and with the subject matter of the session. Students in the TC condition were more concerned with how information was presented to them. Results indicate that the FC teaching model is a viable alternative for IL sessions, and that it may encourage students to engage more with IL and their own learning process.
Beskrivelse
Published version. Source at http://dx.doi.org/10.15845/noril.v8i1.260
Forlag
University of Bergen Library
Sitering
Låg T. Flipped versus traditional classroom information literacy sessions: Student perceptions and cognitions. Nordic Journal of Information Literacy in Higher Education, NORIL. 2016;8(1):45-50
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