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dc.contributor.authorLåg, Torstein
dc.date.accessioned2017-03-14T13:38:49Z
dc.date.available2017-03-14T13:38:49Z
dc.date.issued2016
dc.description.abstractTeaching 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.en_US
dc.descriptionPublished version. Source at <a href=http://dx.doi.org/10.15845/noril.v8i1.260> http://dx.doi.org/10.15845/noril.v8i1.260 </a>en_US
dc.identifier.citationLåg T. Flipped versus traditional classroom information literacy sessions: Student perceptions and cognitions. Nordic Journal of Information Literacy in Higher Education, NORIL. 2016;8(1):45-50en_US
dc.identifier.cristinIDFRIDAID 1431964
dc.identifier.doi10.15845/noril.v8i1.260
dc.identifier.issn1890-5900
dc.identifier.urihttps://hdl.handle.net/10037/10664
dc.language.isoengen_US
dc.publisherUniversity of Bergen Libraryen_US
dc.relation.journalNordic Journal of Information Literacy in Higher Education, NORIL
dc.relation.urihttps://noril.uib.no/index.php/noril/article/view/260/59
dc.rights.accessRightsopenAccessen_US
dc.subjectVDP::Samfunnsvitenskap: 200::Biblioteks- og informasjonsvitenskap: 320en_US
dc.subjectVDP::Social sciences: 200::Library and information science: 320en_US
dc.subjectInformation competencyen_US
dc.subjectInformasjonskompetanseen_US
dc.subjectOmvendt undervisningen_US
dc.subjectFlipped classroomen_US
dc.titleFlipped versus traditional classroom information literacy sessions: Student perceptions and cognitionsen_US
dc.typeJournal articleen_US
dc.typeTidsskriftartikkelen_US
dc.typePeer revieweden_US


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