首页> 外文期刊>Journal of Library & Information Services in Distance Learning >Instructional Modalities and Perspective Transformation: How Academic Librarians' Experiences in Face-to-Face, Blended/Hybrid, and Online Instruction Influence Their Teaching Identities
【24h】

Instructional Modalities and Perspective Transformation: How Academic Librarians' Experiences in Face-to-Face, Blended/Hybrid, and Online Instruction Influence Their Teaching Identities

机译:教学方式和视角转变:高校图书馆员面对面,混合/混合和在线教学的经验如何影响他们的教学身份

获取原文
获取原文并翻译 | 示例
       

摘要

As librarians' instructional responsibilities diversify, it is useful to consider what factors influence how they see themselves as educators. In this research, the author used a survey instrument grounded in transformative learning theory to explore what factors librarians who provided online or blended/hybrid instruction felt had impacted their teaching identities. She found statistically-significant differences between these librarians and their peers who provided face-to-face instruction in the relationships, experiences, and professional components that influenced their educator identities. By better understanding these influences, we can more intentionally support academic librarians who teach online or in blended/hybrid environments.
机译:随着图书馆员教学职责的多样化,考虑哪些因素会影响他们如何看待自己的教育者是很有用的。在这项研究中,作者使用了一种基于变革性学习理论的调查工具,探讨了提供在线或混合/混合教学的图书馆员感到哪些因素影响了他们的教学身份。她发现这些图书馆员与他们的同龄人之间的关系在统计学上有显着差异,他们在影响他们的教育者身份的关系,经历和专业组成方面提供了面对面的指导。通过更好地理解这些影响,我们可以更有意地支持在网上或在混合/混合环境中教学的学术图书馆员。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱:kefu@zhangqiaokeyan.com

京公网安备:11010802029741号 ICP备案号:京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有
  • 客服微信

  • 服务号