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Design matters: How a course review informed online teaching best practices
Advances in Online Education: A Peer-Reviewed Journal,
1
(1),
57-66
(2022)
Abstract
This paper discusses how an Applying the Quality Matters (QM) Rubric for Higher Education workshop had an impact on the online teaching practice of three academic librarians. The QM Rubric was used to review and update a credit-bearing information literacy course taught by the authors’ department. The authors reflect on how this training influenced their relationship to online teaching during the COVID-19 pandemic (and beyond), using examples from their own experiences to demonstrate how instruction librarians contributed to online education during this period and how they used sustainable teaching practices to lessen the workloads of their teaching colleagues. Future steps include improved documentation, assessment, management and maintenance of digital learning objects used in online teaching.
Keywords: instructional design; learning management systems; libraries; evaluation of online environments
The full article is available to subscribers to this journal (subscription is free).
Author's Biography
Laura A. Sheets is an Assistant Professor and the Interim Library Instruction Coordinator in the Library Teaching and Learning Department at Bowling Green State University. Her research applies instructional design and scholarship of teaching and learning principles to information literacy instruction. She has published in the Journal of Media Management and College & Research Libraries News and presented at the Illinois Information Literacy Summit and the Georgia International Conference on Information Literacy. Laura is a member of the Academic Library Association of Ohio.
Maureen Barry is an Assistant Professor and Acting First Year Experience Coordinator in the Library Teaching and Learning Department at Bowling Green State University. Her research interests include supporting students during the transition to college-level research and exploring the intersections between service-learning and information literacy and academic libraries. She has authored book chapters, published in College & Research Libraries News, Library Quarterly and portal: Libraries and the Academy, and presented at various regional and national academic library and first year experience conferences. Maureen is a member of the American Library Association, Association of College and Research Libraries and the Academic Library Association of Ohio.
Eileen K. Bosch is an Associate Professor and the Associate Dean of University Libraries at Bowling Green State University. Eileen’s research interests focus on information literacy instruction, library services for Latinos and other minorities, diversity and social justice in libraries, experiences of women of colour in leadership roles, mentoring and recruitment/retention of minorities in the library profession and in higher education. She has presented at various local, national and international conferences. Eileen is a current member of the National Association to Promote Library and Information Services to Latinos and the Spanish Speaking (REFORMA) and the Joint Conference of Librarians of Color, and past President of the Asian Pacific American Librarians Association. Previously, Eileen served as Library Instruction Coordinator and Chair of the Library Teaching and Learning Department at Bowling Green State University.
Citation
Sheets, Laura A., Barry, Maureen and Bosch, Eileen K. (2022, September 1). Design matters: How a course review informed online teaching best practices. In the Advances in Online Education: A Peer-Reviewed Journal, Volume 1, Issue 1. https://doi.org/10.69554/PZXS7915.
© Henry Stewart
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Publications LLP