The Effect of Library Instruction Learning Environments on Self-Efficacy Levels and Learning Outcomes of Graduate Students in Education.

摘要

The purpose of the study was to examine the effectiveness of three learning environments: (1) campus-based students who attended a classroom library instruction session; (2) campus-based students who completed a Web-based library tutorial; and (3) distance students who completed a Web-based library tutorial on library skills self-efficacy levels and learning outcomes among graduate students of education. Participant were 49 degree- and certificate seeking graduate students who completed a survey before and after the tutorials. Regardless of the learning environment, all groups significantly improved the library skills learning outcomes, as indicated by scores on the measure of library skills. Exposure to prior library instruction does appear to offer a significant effect on both pretreatment and postreatment self-efficacy levels and postreatment skills test scores. Results also suggest that an electronic tutorial may produce the same cognitive outcomes as classroom-based library instruction.