{"title":"参与在线图书馆课程:使用额外的学分活动来鼓励学生互动","authors":"Kimberly T. Foster","doi":"10.1108/RSR-11-2020-0067","DOIUrl":null,"url":null,"abstract":"\nPurpose\nStudent engagement can be a difficult thing to nurture in an online, asynchronous course. This paper aims to try to encourage a student interaction in such a course, one that additionally is not a requirement for any major or general education plan, the author argues that using extra credit activities can increase student interaction and engagement.\n\n\nDesign/methodology/approach\nStudents were given the opportunity to complete extra credit activities of several different types for a small number of extra credit points, the total of which was 5% of the students’ grade in the course. Activities included solo activities, such as playing short online information literacy games and collaborative activities that included posting and responding in a discussion forum.\n\n\nFindings\nThe results were disappointing; only 2 out of 17 students in the sample completed extra credit activities, and those that did so would have received high grades whether or not they completed extra credit. This may be due to the low number of extra credit points available per activity, lack of motivation and other issues. Further study on this topic could help resolve these issues.\n\n\nOriginality/value\nWhile the results of this study were not what was hoped for, the results and methods may be useful for other instructors of online, for-credit library classes looking for new ways to engage with students.\n","PeriodicalId":46478,"journal":{"name":"Reference Services Review","volume":" ","pages":""},"PeriodicalIF":1.3000,"publicationDate":"2021-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Engagement in an online library class: using extra credit activities to encourage student interaction\",\"authors\":\"Kimberly T. Foster\",\"doi\":\"10.1108/RSR-11-2020-0067\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"\\nPurpose\\nStudent engagement can be a difficult thing to nurture in an online, asynchronous course. This paper aims to try to encourage a student interaction in such a course, one that additionally is not a requirement for any major or general education plan, the author argues that using extra credit activities can increase student interaction and engagement.\\n\\n\\nDesign/methodology/approach\\nStudents were given the opportunity to complete extra credit activities of several different types for a small number of extra credit points, the total of which was 5% of the students’ grade in the course. Activities included solo activities, such as playing short online information literacy games and collaborative activities that included posting and responding in a discussion forum.\\n\\n\\nFindings\\nThe results were disappointing; only 2 out of 17 students in the sample completed extra credit activities, and those that did so would have received high grades whether or not they completed extra credit. This may be due to the low number of extra credit points available per activity, lack of motivation and other issues. Further study on this topic could help resolve these issues.\\n\\n\\nOriginality/value\\nWhile the results of this study were not what was hoped for, the results and methods may be useful for other instructors of online, for-credit library classes looking for new ways to engage with students.\\n\",\"PeriodicalId\":46478,\"journal\":{\"name\":\"Reference Services Review\",\"volume\":\" \",\"pages\":\"\"},\"PeriodicalIF\":1.3000,\"publicationDate\":\"2021-05-06\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Reference Services Review\",\"FirstCategoryId\":\"91\",\"ListUrlMain\":\"https://doi.org/10.1108/RSR-11-2020-0067\",\"RegionNum\":4,\"RegionCategory\":\"管理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"INFORMATION SCIENCE & LIBRARY SCIENCE\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Reference Services Review","FirstCategoryId":"91","ListUrlMain":"https://doi.org/10.1108/RSR-11-2020-0067","RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"INFORMATION SCIENCE & LIBRARY SCIENCE","Score":null,"Total":0}
Engagement in an online library class: using extra credit activities to encourage student interaction
Purpose
Student engagement can be a difficult thing to nurture in an online, asynchronous course. This paper aims to try to encourage a student interaction in such a course, one that additionally is not a requirement for any major or general education plan, the author argues that using extra credit activities can increase student interaction and engagement.
Design/methodology/approach
Students were given the opportunity to complete extra credit activities of several different types for a small number of extra credit points, the total of which was 5% of the students’ grade in the course. Activities included solo activities, such as playing short online information literacy games and collaborative activities that included posting and responding in a discussion forum.
Findings
The results were disappointing; only 2 out of 17 students in the sample completed extra credit activities, and those that did so would have received high grades whether or not they completed extra credit. This may be due to the low number of extra credit points available per activity, lack of motivation and other issues. Further study on this topic could help resolve these issues.
Originality/value
While the results of this study were not what was hoped for, the results and methods may be useful for other instructors of online, for-credit library classes looking for new ways to engage with students.
期刊介绍:
Reference Services Review (RSR ) is a quarterly, refereed journal dedicated to the enrichment of reference knowledge and the advancement of reference services. RSR covers all aspects of reference functions, including automation of reference services, evaluation and assessment of reference functions and sources, models for delivering quality reference services in all types and sizes of libraries, development and management of teaching/learning activities, promotion of information literacy programs, and partnerships with other entities to achieve reference goals and objectives. RSR prepares its readers to understand and embrace current and emerging technologies affecting reference functions, instructional services and information needs of library users.