Flipping the (COVID-19) Classroom: Redesigning a First-Year Information Literacy Program during a Pandemic

Autor/in	Ferguson, Jennifer S.
Titel	Flipping the (COVID-19) Classroom: Redesigning a First-Year Information Literacy Program during a Pandemic
Quelle	In: portal: Libraries and the Academy, 23 (2023) 1, S.145-168 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1531-2542
Schlagwörter	Flipped Classroom; COVID-19; Pandemics; Curriculum Development; College Freshmen; Information Literacy; First Year Seminars; Academic Libraries; Instructional Design; Curriculum Evaluation; Massachusetts + Suchen Sie Ihr Suchwort? Flipped classrooms; Flip teaching; Inverted teaching; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Studienanfänger; Informationskompetenz; College; Colleges; University; Universities; Libary; Libraries; Hochschule; Fachhochschule; Universität; Bibliothek; Hochschulbibliothek; Lesson concept; Lessonplan; Unterrichtsentwurf; Evaluation; Curriculumevaluation; Rahmenplan; Evaluierung; Master-Studiengang
Abstract	The literature on information literacy identifies several significant challenges inherent in designing and providing comprehensive first-year programs, including reach, sustainability, instructional design, the flipped classroom, and assessment. In summer 2020, in response to the requirements of the COVID-19 pandemic, the User Experience and Student Success (UESS) Department at Tisch Library of Tufts University developed an innovative approach to instruction that addressed these challenges. The new concept optimized online learning in both asynchronous and synchronous modes and created a sustainable program for the future. This article outlines the process used to develop this program, its learning outcomes, and the results of both student learning and programmatic assessment. (As Provided).
Anmerkungen	Johns Hopkins University Press. 2715 North Charles Street, Baltimore, MD 21218. Tel: 800-548-1784; Tel: 410-516-6987; Fax: 410-516-6968; e-mail: jlorder@jhupress.jhu.edu; Web site: https://www.press.jhu.edu/journals/list
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01