Beyond usability: considering student preferences around point-of-need instructional resources

dc.contributor.authorStieglitz, Tara
dc.contributor.authorWhitson, Lindsey
dc.date.accessioned2017-05-17
dc.date.accessioned2022-05-28T00:37:17Z
dc.date.available2022-05-28T00:37:17Z
dc.date.issued2017
dc.descriptionPresented on May 25, 2017 at the Workshop for Instruction in Library Use (WILU) Conference in Edmonton, AB.
dc.description.abstractPreferences for and usage of written instructions versus video tutorial are examined for first-year chemistry students. Student preference was captured through a questionnaire. Google Analytics tracked student tutorial use before, during, and after a lab assignment. Discussion will centre on student feedback and assessment of usage data.
dc.format.extent6.21 MB
dc.format.mimetypePDF
dc.identifier.urihttps://hdl.handle.net/20.500.14078/887
dc.languageEnglish
dc.language.isoen
dc.rightsAll Rights Reserved
dc.subjectblended learning
dc.subjectstudent engagement
dc.subjectscience librarianship
dc.titleBeyond usability: considering student preferences around point-of-need instructional resources
dc.typePresentation
dspace.entity.type
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