Research skills development through collaborative virtual learning environments

Article


Stagg, Adrian and Kimmins, Lindy. 2012. "Research skills development through collaborative virtual learning environments." Reference Services Review: reference and instructional services for libraries in the digital age. 40 (1), pp. 61-74. https://doi.org/10.1108/00907321211203630
Article Title

Research skills development through collaborative virtual learning environments

ERA Journal ID30373
Article CategoryArticle
AuthorsStagg, Adrian (Author) and Kimmins, Lindy (Author)
Journal TitleReference Services Review: reference and instructional services for libraries in the digital age
Journal Citation40 (1), pp. 61-74
Number of Pages14
Year2012
Place of PublicationBingley, W Yorks. United Kingdom
ISSN0090-7324
Digital Object Identifier (DOI)https://doi.org/10.1108/00907321211203630
Abstract

Purpose - Studying at university today is a complex undertaking. Not only have the characteristics of the student cohort changed significantly in recent years, but the exponential growth of technological innovation has also impacted markedly on the study environment. Issues such as student transition and retention are receiving considerable attention, and the quality of learning and teaching has become an important consideration. While support for students from outside the faculty is still seen as useful, it is recognised that contextualised support facilitates deeper learning. This case study focuses on a virtual learning environment designed through collaboration between the Library, Learning & Teaching Support and the Faculty of Business and Law at the University of Southern Queensland.
Design/methodology/approach - The implementation of the VLE followed a design-based research methodology focusing on an iterative approach which responded to student and staff feedback. An analysis of usage data, coupled with student feedback from reference interviews form the core of the information used to shape each evolutionary design cycle.
Findings - The results of two and a half years of usage data indicate that students from all disciplines within the Faculty of Business and Law used the screencasts embedded in the VLE as self-directed, 'just-in-time' learning resources. The qualitative comments reflect the advantages of presenting research skills tutorials in a visual format, with many commenting on a feeling of greater understanding and confidence with the research process.
Originality/value - The use of discipline-specific screencasts offers location-independent asynchronous learning support that can be dynamically created in response to student needs. Furthermore, it suggests that this type of reference support is more successful when produced through cross-Faculty and Divisional collaboration. This VLE is accessible to all USQ Faculty of Business and Law students, but it represents a transferable, achievable model for other institutions with distance learning cohorts.

Keywordsscreencasting; information literacy; academic learning skills; VLE; virtual learning environments
ANZSRC Field of Research 2020390405. Educational technology and computing
461002. Human information behaviour
460508. Information retrieval and web search
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Byline AffiliationsAustralian Digital Futures Institute
Learning and Teaching Support Unit
Institution of OriginUniversity of Southern Queensland
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