This article describes the process and tools used to facilitate a collaborative student co-authored paper that was recently published as a short communication in the Journal of Education for Library and Information Science. As the instructor of the course in which the paper project took place, I provide direction here for other LIS instructors on how to successfully facilitate publishable-quality student co-authored papers as an in-class activity using online collaborative teaching tools. This paper project is especially relevant to courses or projects that include social justice topics.
{"title":"Facilitating Student Co-Authored Papers in LIS Education Research: A Case Study from the LIS Classroom","authors":"Davin L. Helkenberg","doi":"10.3138/jelis-2020-0076","DOIUrl":"https://doi.org/10.3138/jelis-2020-0076","url":null,"abstract":"This article describes the process and tools used to facilitate a collaborative student co-authored paper that was recently published as a short communication in the Journal of Education for Library and Information Science. As the instructor of the course in which the paper project took place, I provide direction here for other LIS instructors on how to successfully facilitate publishable-quality student co-authored papers as an in-class activity using online collaborative teaching tools. This paper project is especially relevant to courses or projects that include social justice topics.","PeriodicalId":37587,"journal":{"name":"Journal of Education for Library and Information Science","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47603930","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study explores the use of improv guidelines and exercises to explore best practices for the provision of reference services. Existing literature indicates that improv skills have applications in many areas of life, are being used in the higher education classroom, and are being used in libraries. The literature supports the idea that improv exercises could be used to teach reference interview skills. Understanding that soft skills are important for reference librarians, but are not always covered in reference courses, the authors sought to experiment with using improv in class. One of the authors included improv activities during one class meeting of the reference course during three sections over two semesters. During the first semester, the class met face-to-face. During the second semester, the two classes met synchronously online, due to COVID-19. Student feedback collected immediately after the improv activities supports using improv as an innovative teaching approach for encouraging graduate library students to engage with the soft skills needed for effective reference services.
{"title":"Teaching Reference Interview Skills with Improv","authors":"E. Vardell, S. B. Nelson","doi":"10.3138/jelis-2020-0098","DOIUrl":"https://doi.org/10.3138/jelis-2020-0098","url":null,"abstract":"This study explores the use of improv guidelines and exercises to explore best practices for the provision of reference services. Existing literature indicates that improv skills have applications in many areas of life, are being used in the higher education classroom, and are being used in libraries. The literature supports the idea that improv exercises could be used to teach reference interview skills. Understanding that soft skills are important for reference librarians, but are not always covered in reference courses, the authors sought to experiment with using improv in class. One of the authors included improv activities during one class meeting of the reference course during three sections over two semesters. During the first semester, the class met face-to-face. During the second semester, the two classes met synchronously online, due to COVID-19. Student feedback collected immediately after the improv activities supports using improv as an innovative teaching approach for encouraging graduate library students to engage with the soft skills needed for effective reference services.","PeriodicalId":37587,"journal":{"name":"Journal of Education for Library and Information Science","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45205853","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
After spreading quickly around the world and causing the declaration of a pandemic by the World Health Organization on March 11, 2020, COVID-19 has also forced educational institutions into lockdown around the world. They had to continue their activities through distance learning and online courses to cope with this pandemic outbreak. One of the areas of higher education that was most affected by this unexpected situation was internship programs, and alternative ways began to be sought instead of face-to-face internships. The aim of this study is to introduce the first online internship program developed in lieu of an in-person internship program as a response to nationwide lockdowns due to the pandemic. The program was conducted between June 29 and July 24, 2020, via the Zoom platform and designed in five modules, with the detailed content information provided under each module. A total of 21 sessions were held, and 32 library and archive specialists contributed to the program. The study also provides information on the results of a survey applied to 61 students at the end of the program. The analysis of the survey results demonstrates that the majority of the interns who participated in the program preferred to have a face-to-face internship. But also, they explained that this program was a valuable contribution to their theoretical learning as it was run by professionals from different information organizations. Also, the sustainability of the program is reviewed by taking into account its advantages and disadvantages. Overall, this study provides an international perspective on an alternative model of internship programs which supports theoretical education in the library and information science field.
{"title":"Impacts of the COVID-19 Pandemic on Experiential Learning: Development of a Community-Grounded Online Internship Program","authors":"Didar Bayir","doi":"10.3138/jelis.2020-0108","DOIUrl":"https://doi.org/10.3138/jelis.2020-0108","url":null,"abstract":"After spreading quickly around the world and causing the declaration of a pandemic by the World Health Organization on March 11, 2020, COVID-19 has also forced educational institutions into lockdown around the world. They had to continue their activities through distance learning and online courses to cope with this pandemic outbreak. One of the areas of higher education that was most affected by this unexpected situation was internship programs, and alternative ways began to be sought instead of face-to-face internships. The aim of this study is to introduce the first online internship program developed in lieu of an in-person internship program as a response to nationwide lockdowns due to the pandemic. The program was conducted between June 29 and July 24, 2020, via the Zoom platform and designed in five modules, with the detailed content information provided under each module. A total of 21 sessions were held, and 32 library and archive specialists contributed to the program. The study also provides information on the results of a survey applied to 61 students at the end of the program. The analysis of the survey results demonstrates that the majority of the interns who participated in the program preferred to have a face-to-face internship. But also, they explained that this program was a valuable contribution to their theoretical learning as it was run by professionals from different information organizations. Also, the sustainability of the program is reviewed by taking into account its advantages and disadvantages. Overall, this study provides an international perspective on an alternative model of internship programs which supports theoretical education in the library and information science field.","PeriodicalId":37587,"journal":{"name":"Journal of Education for Library and Information Science","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45303593","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
According to the American Library Association (ALA), organizational sustainability requires social equity, and serving diverse populations is mandated in the ALA Library Bill of Rights and its Policy Manual on Diversity. Preparation to serve diverse and marginalized populations is a key ingredient in creating the type of resilient leaders needed to promote and sustain systematic and lasting changes in LIS. Although the field promotes services to diverse populations through recruitment and retention of librarians, staff, faculty, and students from diverse backgrounds, there is still much work to do, and LIS programs must support students in obtaining the knowledge and skills they will need to develop inclusive library collections, services, and programs that reflect diverse patrons’ lives and needs and understanding of the experiences of people whose lived experience differs from their own. This study analyzed courses that prepare students in North American ALA-accredited Master’s of Library and Information Science (MLIS) programs to serve diverse populations. All programs’ websites were examined to identify relevant courses, and 28 syllabi were analyzed for the study. The researchers employed descriptive statistics and content analysis to describe course offerings and identify course topics through themes emerging from the syllabi. Overall, the study found that course offerings and rotations vary considerably across programs and that the courses focus on how information organizations serve diverse users’ information needs in the context of access, equity, and diversity and professionalism in LIS. The findings from this study add to previous research on this topic and provide data that can inform MLIS curriculum development.
{"title":"How MLIS Programs Prepare Students to Serve Diverse Populations: The North American Context","authors":"Xiaoai Ren, Nicole D. Alemanne, Lenese Colson","doi":"10.3138/jelis-2021-0021","DOIUrl":"https://doi.org/10.3138/jelis-2021-0021","url":null,"abstract":"According to the American Library Association (ALA), organizational sustainability requires social equity, and serving diverse populations is mandated in the ALA Library Bill of Rights and its Policy Manual on Diversity. Preparation to serve diverse and marginalized populations is a key ingredient in creating the type of resilient leaders needed to promote and sustain systematic and lasting changes in LIS. Although the field promotes services to diverse populations through recruitment and retention of librarians, staff, faculty, and students from diverse backgrounds, there is still much work to do, and LIS programs must support students in obtaining the knowledge and skills they will need to develop inclusive library collections, services, and programs that reflect diverse patrons’ lives and needs and understanding of the experiences of people whose lived experience differs from their own. This study analyzed courses that prepare students in North American ALA-accredited Master’s of Library and Information Science (MLIS) programs to serve diverse populations. All programs’ websites were examined to identify relevant courses, and 28 syllabi were analyzed for the study. The researchers employed descriptive statistics and content analysis to describe course offerings and identify course topics through themes emerging from the syllabi. Overall, the study found that course offerings and rotations vary considerably across programs and that the courses focus on how information organizations serve diverse users’ information needs in the context of access, equity, and diversity and professionalism in LIS. The findings from this study add to previous research on this topic and provide data that can inform MLIS curriculum development.","PeriodicalId":37587,"journal":{"name":"Journal of Education for Library and Information Science","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45471449","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The practice of reference and information service (RIS) should be based on an understanding of how users seek information to fill information needs and of what they do with that information once they have found it. RIS professional education, therefore, should provide students with a strong grounding in information behavior. This study explores if and how information behavior theories and models are integrated into basic RIS courses in North American Master’s programs, building on the results of a previous syllabus study. Interviews with sixteen instructors, including full-time and adjunct faculty, revealed a range of opinions about the importance of information behavior theories and models in RIS coursework, as well as student receptivity to theories and models. The insights of the instructors and the rich detail provided by the interview method help to contextualize previous studies about information behavior content in RIS professional education.
{"title":"“Like Putting Broccoli in a Quiche”: Instructors Talk about Incorporating Theory into Reference Courses","authors":"A. VanScoy, Heidi E. Julien, Alison Harding","doi":"10.3138/jelis-2021-0022","DOIUrl":"https://doi.org/10.3138/jelis-2021-0022","url":null,"abstract":"The practice of reference and information service (RIS) should be based on an understanding of how users seek information to fill information needs and of what they do with that information once they have found it. RIS professional education, therefore, should provide students with a strong grounding in information behavior. This study explores if and how information behavior theories and models are integrated into basic RIS courses in North American Master’s programs, building on the results of a previous syllabus study. Interviews with sixteen instructors, including full-time and adjunct faculty, revealed a range of opinions about the importance of information behavior theories and models in RIS coursework, as well as student receptivity to theories and models. The insights of the instructors and the rich detail provided by the interview method help to contextualize previous studies about information behavior content in RIS professional education.","PeriodicalId":37587,"journal":{"name":"Journal of Education for Library and Information Science","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44359917","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Online education is gaining momentum as technology continues to have an impact on the teaching and learning process. As a result, many library schools are currently offering library and information science (LIS) education in blended and online modes. This preliminary research is an examination of graduate students’ perception of a new online program implemented at a regional library school in the Caribbean. Fourteen participants were interviewed. The majority of the students enrolled in the programs were females between the ages of 30 and 49. Their primary reasons for studying online were distance from the university, family responsibilities, and work commitment. Students had a positive perception of most components of the program. They indicated a willingness to recommend the program to others however, they were not satisfied with quality and timeliness of feedback provided for some courses and the availability of resources. To improve the experience of online students, necessary resources need to be procured and strategies employed to provide timely and quality feedback.
{"title":"Graduate Students’ Perception of a New Online Library and Information Science Program at a Regional Library School in the Caribbean: A Preliminary Investigation","authors":"Ruth Baker-Gardner","doi":"10.3138/jelis-2020-0101","DOIUrl":"https://doi.org/10.3138/jelis-2020-0101","url":null,"abstract":"Online education is gaining momentum as technology continues to have an impact on the teaching and learning process. As a result, many library schools are currently offering library and information science (LIS) education in blended and online modes. This preliminary research is an examination of graduate students’ perception of a new online program implemented at a regional library school in the Caribbean. Fourteen participants were interviewed. The majority of the students enrolled in the programs were females between the ages of 30 and 49. Their primary reasons for studying online were distance from the university, family responsibilities, and work commitment. Students had a positive perception of most components of the program. They indicated a willingness to recommend the program to others however, they were not satisfied with quality and timeliness of feedback provided for some courses and the availability of resources. To improve the experience of online students, necessary resources need to be procured and strategies employed to provide timely and quality feedback.","PeriodicalId":37587,"journal":{"name":"Journal of Education for Library and Information Science","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46416935","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Information behavior is an important area of conceptual knowledge for reference service providers, as it provides structure for understanding users’ information seeking and use. This study explores the extent to which information behavior theories, models, and concepts have been integrated into professional education for reference and information service (RIS) through a syllabus study and textbook review. In addition, the study identifies specific information behavior theories, models, and concepts used in introductory RIS courses. Syllabi for introductory RIS courses taught at North American library and information science programs were analyzed for information behavior content, as were the textbooks required by the syllabi. Results show that about two-thirds of introductory RIS courses include instruction in information behavior theories, models, and concepts. Overall, the most impactful information behavior theories and models from the literature are introduced.
{"title":"Integration of Information Behavior into Reference and Information Services Education: A Syllabus Study","authors":"A. VanScoy, Heidi E. Julien, Alison Harding","doi":"10.3138/jelis-2021-0008","DOIUrl":"https://doi.org/10.3138/jelis-2021-0008","url":null,"abstract":"Information behavior is an important area of conceptual knowledge for reference service providers, as it provides structure for understanding users’ information seeking and use. This study explores the extent to which information behavior theories, models, and concepts have been integrated into professional education for reference and information service (RIS) through a syllabus study and textbook review. In addition, the study identifies specific information behavior theories, models, and concepts used in introductory RIS courses. Syllabi for introductory RIS courses taught at North American library and information science programs were analyzed for information behavior content, as were the textbooks required by the syllabi. Results show that about two-thirds of introductory RIS courses include instruction in information behavior theories, models, and concepts. Overall, the most impactful information behavior theories and models from the literature are introduced.","PeriodicalId":37587,"journal":{"name":"Journal of Education for Library and Information Science","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43881590","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Even though online teaching and learning in the LIS field is not new, in-depth research efforts specifically addressing the relationship between social presence and its value to the success of online collaborative learning (OCL) for students in Master of Library and Information Science (MLIS) programs in the United States has seldom been conducted. This article focuses on the impact of demographic factors, technological skills, and past online experiences on OCL, as well as the affective and social variables that influence the success of OCL. In addition, the article reports on the participants’ perceptions and experiences with regard to their OCL performance. Furthermore, it explores the opportunities and obstacles that participants identify as associated with the OCL experience in general. It was hypothesized that demographic factors, technological skills, and past experiences would have a significant impact on OCL performance and perception. The study employed a mixed-methods approach with a sequential explanatory design that involved two phases. While Phase I featured an online survey with 457 respondents from ALA-accredited MLIS programs, Phase II consisted of follow-up interviews with 29 respondents who completed their Phase I survey. Statistically significant differences were found among demographic variables, technology usage, and OCL experiences with respect to respondents’ agreement ratings of performance/behavior and perception statements. The qualitative analysis uncovered constructs of group composition, group environment, and group collaboration. The triangulation of data resulted in an OCL conceptual model, which provides a comprehensive understanding of the role of social presence in the OCL process and offers guidance toward the operationalization of key factors that help to facilitate and enhance success and positive OCL experience among online learners.
{"title":"Toward a Conceptual Model of Online Collaborative Learning: A Multi-Phased Investigation into Experiences and Perceptions of Online MLIS Students","authors":"S. Shahvar, Rong Tang","doi":"10.3138/jelis-2021-0039","DOIUrl":"https://doi.org/10.3138/jelis-2021-0039","url":null,"abstract":"Even though online teaching and learning in the LIS field is not new, in-depth research efforts specifically addressing the relationship between social presence and its value to the success of online collaborative learning (OCL) for students in Master of Library and Information Science (MLIS) programs in the United States has seldom been conducted. This article focuses on the impact of demographic factors, technological skills, and past online experiences on OCL, as well as the affective and social variables that influence the success of OCL. In addition, the article reports on the participants’ perceptions and experiences with regard to their OCL performance. Furthermore, it explores the opportunities and obstacles that participants identify as associated with the OCL experience in general. It was hypothesized that demographic factors, technological skills, and past experiences would have a significant impact on OCL performance and perception. The study employed a mixed-methods approach with a sequential explanatory design that involved two phases. While Phase I featured an online survey with 457 respondents from ALA-accredited MLIS programs, Phase II consisted of follow-up interviews with 29 respondents who completed their Phase I survey. Statistically significant differences were found among demographic variables, technology usage, and OCL experiences with respect to respondents’ agreement ratings of performance/behavior and perception statements. The qualitative analysis uncovered constructs of group composition, group environment, and group collaboration. The triangulation of data resulted in an OCL conceptual model, which provides a comprehensive understanding of the role of social presence in the OCL process and offers guidance toward the operationalization of key factors that help to facilitate and enhance success and positive OCL experience among online learners.","PeriodicalId":37587,"journal":{"name":"Journal of Education for Library and Information Science","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47258649","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Copyright intersects with every field of Library and Information Science (LIS) from archival and preservation practices to reference services and academic librarianship. However, copyright instruction is still lacking in many Information Science programs across the country ( Cross & Edwards, 2011 ; Schmidt & English, 2015 ). The sudden move to remote online education in the spring of 2020 due to a global pandemic highlighted the importance of understanding copyright exceptions and, especially, the power of fair use to quickly provide resources to a wide variety of patrons with novel needs. The need for accessible copyright education for all information professionals has never been stronger. However, engaging with copyright often provokes cognitive as well as affective uncertainty, likely due to the fear and anxiety that can come from the threat of serious financial and reputational consequences. Logically, it seems that librarians might feel less anxious about copyright if they had participated in formalized training about copyright focused on legal issues impacting library and information professionals. To understand this likely correlation, the researchers queried students using a qualitative survey both before and after taking an eight-week intensive copyright course that paired legal expertise with an everyday approach to material designed to demystify the law. Using phenomenographic methodology, the investigators asked their information science students how they attempt to answer copyright questions and how they feel about doing so. The results provide evidence supporting the need for more robust copyright education in schools of information science, as such training to help future librarians to feel more prepared to answer copyright questions and less anxious about intersections between copyright and their field of librarianship before they enter the workforce.
{"title":"Information Science Students’ Emotional Response to Copyright","authors":"Sara Rachel Benson, Melissa G. Ocepek","doi":"10.3138/jelis-2020-0086","DOIUrl":"https://doi.org/10.3138/jelis-2020-0086","url":null,"abstract":"Copyright intersects with every field of Library and Information Science (LIS) from archival and preservation practices to reference services and academic librarianship. However, copyright instruction is still lacking in many Information Science programs across the country ( Cross & Edwards, 2011 ; Schmidt & English, 2015 ). The sudden move to remote online education in the spring of 2020 due to a global pandemic highlighted the importance of understanding copyright exceptions and, especially, the power of fair use to quickly provide resources to a wide variety of patrons with novel needs. The need for accessible copyright education for all information professionals has never been stronger. However, engaging with copyright often provokes cognitive as well as affective uncertainty, likely due to the fear and anxiety that can come from the threat of serious financial and reputational consequences. Logically, it seems that librarians might feel less anxious about copyright if they had participated in formalized training about copyright focused on legal issues impacting library and information professionals. To understand this likely correlation, the researchers queried students using a qualitative survey both before and after taking an eight-week intensive copyright course that paired legal expertise with an everyday approach to material designed to demystify the law. Using phenomenographic methodology, the investigators asked their information science students how they attempt to answer copyright questions and how they feel about doing so. The results provide evidence supporting the need for more robust copyright education in schools of information science, as such training to help future librarians to feel more prepared to answer copyright questions and less anxious about intersections between copyright and their field of librarianship before they enter the workforce.","PeriodicalId":37587,"journal":{"name":"Journal of Education for Library and Information Science","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49482686","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article aims to provide the reader with a comprehensive background for understanding current knowledge on online learning through a systematic literature review of the published literature in peer-reviewed English language journals. We reviewed 5,803 articles published over 26 years (1993–2018). We focused on the number of articles published, journals’ names, and overall research trends about online learning. We reviewed the growth and evolution of keywords, titles, and abstracts to develop an understanding of the growth and fall of trends in research on online learning. We discovered that the dominant trends in the published articles on online learning are learning, students, environment, courses, education, and teaching. The growing areas are online delivery, learning in online setting, teacher (teaching), and students (learners), and we discuss the gaps in the discipline that indicate a potential growth area for the future of the discipline including technology research.
{"title":"A Systematic Literature Review of Online Learning Spanning 26 Years (1993–2018)","authors":"Vandana Singh, Alexander C. Thurman","doi":"10.3138/jelis-2020-0107","DOIUrl":"https://doi.org/10.3138/jelis-2020-0107","url":null,"abstract":"This article aims to provide the reader with a comprehensive background for understanding current knowledge on online learning through a systematic literature review of the published literature in peer-reviewed English language journals. We reviewed 5,803 articles published over 26 years (1993–2018). We focused on the number of articles published, journals’ names, and overall research trends about online learning. We reviewed the growth and evolution of keywords, titles, and abstracts to develop an understanding of the growth and fall of trends in research on online learning. We discovered that the dominant trends in the published articles on online learning are learning, students, environment, courses, education, and teaching. The growing areas are online delivery, learning in online setting, teacher (teaching), and students (learners), and we discuss the gaps in the discipline that indicate a potential growth area for the future of the discipline including technology research.","PeriodicalId":37587,"journal":{"name":"Journal of Education for Library and Information Science","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46161276","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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