ERIC Number: EJ1467172
Record Type: Journal
Publication Date: 2018
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: EISSN-1750-5968
Available Date: 0000-00-00
Flipping the Classroom for Information Literacy Instruction: Considerations towards Personalisation and Collaborative Learning
Jing Shen
Journal of Information Literacy, v12 n1 p48-67 2018
This study examined the possibility of enabling personalised, collaborative information literacy (IL) instruction through a flipped class model. Two-stage interviews were conducted before and after a pilot project was given to participants, which was designed according to guiding principles of personalised learning and online collaborative learning (OCL) theory. The study used a qualitative framework to gauge learners' perceptions regarding the effectiveness and feasibility of the design. Samples were taken from learners who had previously been involved in a flipped classroom. The data collected from the two-stage interviews were compared and further discussed in light of Giorgi's (1999) understanding of learning through a phenomenological perspective. Five participants were involved in the study. For the first-stage interviews, the five participants all responded positively towards the prospectus of a flipped, personalised and collaborative IL instruction. For the second-stage interviews, three participants offered feedback regarding an interactive PowerPoint specifically designed for a flipped IL instruction, which had incorporated elements of personalisation and group activities. All three participants in the second stage interviews spoke favourably of the content of the interactive PowerPoint, but they also all exhibited a degree of hesitation when multiple options were presented to them. They were still expecting clear instructions instead of taking control of the process. This study discovered a gap between learners' positivity towards a flipped, personalised and collaborative learning model, and the fact that learners are fundamentally accustomed to traditional learning paths. This implies there are hurdles to overcome before the flipped model can deliver results, especially when learners are expected to take more control over their own learning. Further research is needed to explore ways of altering learner mind sets in order to enable learners to embrace the full potential of flipped learning.
Descriptors: Information Literacy, Cooperative Learning, Flipped Classroom, Library Instruction, Individualized Instruction, Electronic Learning, Student Attitudes, Instructional Design, Group Activities, Instructional Effectiveness, Universities, Foreign Countries, Cultural Background, Educational Practices, Foreign Students, Academic Libraries
CILIP Information Literacy Group. 7 Ridgmount Street, Bloomsbury, London WC1E 7AE, United Kingdom. e-mail: JIL@cilip.org.uk; Web site: https://journals.cilip.org.uk/jil/index
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand
Grant or Contract Numbers: N/A
Author Affiliations: N/A