Please use this identifier to cite or link to this item:
http://hdl.handle.net/11375/14555
Full metadata record
DC Field | Value | Language |
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dc.contributor.author | Colgoni, Andrew | en_US |
dc.contributor.author | Ball, Kathryn | en_US |
dc.contributor.author | Perkovic, Ines | en_US |
dc.date.accessioned | 2014-06-18T18:26:32Z | - |
dc.date.available | 2014-06-18T18:26:32Z | - |
dc.date.created | 2014-03-13 | en_US |
dc.date.issued | 2013 | en_US |
dc.identifier.other | libraries_fp/32 | en_US |
dc.identifier.other | 1033 | en_US |
dc.identifier.other | 5333798 | en_US |
dc.identifier.uri | http://hdl.handle.net/11375/14555 | - |
dc.description.abstract | Blended learning requires a fundamental course redesign to effectively integrate both face-to-face and online elements. Using a project management approach and course redesign models from the National Center for Academic Transformation (NCAT) in the U.S., McMaster University Library implemented a blended learning pilot in five large enrolment undergraduate classes with existing information literacy components, with the goal of enhancing learning outcomes and reducing face-to-face information literacy instruction across the library system by 50%. Using results from instructor focus groups and student online surveys, we will assess this innovation in terms of project management, learning outcomes, workload, technologies and partnerships. | en_US |
dc.subject | Library and Information Science | en_US |
dc.subject | Library and Information Science | en_US |
dc.title | Will it Blend? Information Literacy Program Innovation Using Blended Learning Course Redesign Models | en_US |
dc.type | poster | en_US |
Appears in Collections: | McMaster University Libraries Publications |
Files in This Item:
File | Size | Format | |
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fulltext.pdf | 1.3 MB | Adobe PDF | View/Open |
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