Title:	A COMPARISON OF WEB-BASED AND TRADITIONAL INSTRUCTION FOR THE ACQUISITION OF INFORMATION LITERACY SKILLS: IMPACT OF TRAINING ON LEARNING OUTCOMES, INFORMATION USAGE PATTERNS, AND STUDENT PERCEPTIONS
Author(s):	Katherine Schilling
ISBN:	972-8924-02-X
Editors:	Pedro Isaías and Miguel Baptista Nunes
Year:	2005
Edition:	1
Keywords:	E-learning, Web-based distance learning (WBDL), Information-seeking, Information literacy, Higher education, Undergraduate medical education.
Type:	Full Paper
First Page:	183
Last Page:	191
Language:	English
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Full Contents:	click to dowload
Paper Abstract:	This randomized, blinded study addresses how the training used to deliver information literacy skills instruction impacts on students' information-retrieval skills, information usage patterns, and attitudes regarding the training experience, library, and other variables. First-year medical students (N = 128) enrolled in a problem-based learning (PBL) course were randomly assigned to participate in information-retrieval skills training in one of two experimental groups. The control group (n = 63) participated in traditional, instructor-lead training; while the intervention group (n = 65) participated in identical instruction via a Web-based distance learning (WBDL) tutorial. Data was gathered from multiple sources including a) pre- and post-training surveys, skills self-assessments, and written skills tests; b) the evaluation of students’ MEDLINE literature searches; and c) a follow-up survey measuring students’ use of resources in support of course-related activities. MEDLINE literature search assignments directly linked to the course were electronically captured, blinded, and independently evaluated by three professional searches, allowing for a comprehensive analysis of students’ literature searching skills. Data analyses showed no statistically significant differences between the information skills of intervention and control group participants (P = 0.065), leading the researcher to conclude that e-learning is an effective methodology for information skills training, comparing favorably to traditional classroom instruction. Study results provide a picture of students’ MEDLINE searching skills, information usage patterns and behaviors, and attitudes regarding library and information services and resources.
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