From: Subject: Supporting undergraduate learning through the collaborative promotion of e-journals by library and academic departments. Electronic journals, E-journals, Higher education, Date: Mon, 16 Apr 2007 13:11:33 +0100 MIME-Version: 1.0 Content-Type: multipart/related; type="text/html"; boundary="----=_NextPart_000_0000_01C78028.C1308C60" X-MimeOLE: Produced By Microsoft MimeOLE V6.00.2900.3028 This is a multi-part message in MIME format. ------=_NextPart_000_0000_01C78028.C1308C60 Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable Content-Location: http://informationr.net/ir/9-2/paper173.html Supporting = undergraduate learning through the collaborative promotion of e-journals = by library and academic departments. Electronic journals, E-journals, = Higher education,
3Dheader=20
Vol. 9 No.=20 2, January 2004

 

Supporting undergraduate learning through the collaborative = promotion of=20 e-journals by library and academic departments

John = Colvin and Judith Keene
University = College=20 Worcester
United Kingdom


Abstract
The introduction of electronic journals into Higher = Education=20 institutions in the United Kingdom has been relatively well = documented, in=20 terms of their purchase, management and uptake. However, the impact on = learning, other than trends in usage and some indications of students' = and=20 researchers' attitudes, has not been quantified. This paper evaluates = a=20 project designed with the primary aim of testing a hypothesis that = learning=20 can be enhanced by promoting the use of e-journals. It was run jointly = by a=20 member of the library staff and an academic within the Business = School. A=20 'research quotient' was developed to measure a student's ability to = carry out=20 appropriate research to support their learning. Research quotient = scores were=20 analysed along with journal bibliographic citations in students' = assignments.=20 Analysis of the results indicated that effective collaboration between = academic and library staff, the timely embedding of e-journal = induction into=20 the learning process and associating it with the assessment process, = can=20 significantly enhance the learning of students. It was also recognised = that=20 students need be encouraged to see beyond assignments and adopt an = holistic=20 approach to learning.

Introduction

In 2002, the Business School at University College Worcester (UCW) = decided to=20 cancel most of their print journals in order to subscribe to two major = e-journal=20 packages: EBSCO's Business Source Elite service and the ACM Digital = Library.=20 Business Source Elite provides full text from over 1,090 journals = covering=20 business, management, economics, banking, finance and accounting. In = addition to=20 the full text, this database offers indexing and abstracts for over = 1,600=20 journals. The ACM Digital Library provides access to over 102,500 = full-text=20 articles from journals, magazines, and conference proceedings as well as = many=20 citations and tables of contents. The rationale for this change was the = belief=20 that learning would be enhanced by the significant increase in titles = available=20 and by the easier access, especially for part-time and distance = students. Some=20 academic staff also hoped that electronic access would prove to be more=20 attractive to students, many of whom did not make much use of = journals.

Academic staff were disappointed when the inspection of assignments = suggested=20 that the introduction of e-journals was not affecting how students were = carrying=20 out research to support their learning. In order to encourage students = to use=20 the new resource and to exploit the benefits of electronic searching, it = was=20 decided to trial a strategy of actively promoting e-journals.

This paper evaluates a project that implemented this strategy, which = was=20 designed with the primary aim of testing a hypothesis that learning can = be=20 enhanced by promoting the use of e-journals. It was run jointly by a = member of=20 the library staff and an academic within the Business School and was = funded by=20 the Learning and Teaching Centre at UCW, to run over the academic year=20 2002-03.

The project was based on the assumption that an ability to carry out = research=20 is essential to a student's learning, a view that is held in the Higher=20 Education community. For instance, the U.K.'s Quality Assurance Agency = Subject=20 Benchmark Statement for General Business and Management states that,=20 "graduates are expected to be able to demonstrate... abilities to = conduct=20 research into business and management issues... and for such to inform = the=20 overall learning process." (Quality = Assurance=20 Agency, 2000, section 4.1k). Sconul = (2000)=20 refers to the ability as "a 'tool' for the 'job' of being a = learner".=20 Doherty. et al. cite a report on U.S. undergraduate education = which:=20

..challenges universities to rethink their traditional=20 instructional models, to move to a model of inquiry-based learning = wherein the=20 student is involved in research from the beginning.....The skills of = analysis,=20 evaluation, and synthesis will become the hallmarks of a good = education, just=20 as absorption of knowledge once was. (Doherty. = et=20 al.1999)

Other outcomes of the project were expected to be increased = collaboration=20 between library staff, teaching staff and students, improved learning = autonomy=20 and critical use of learning resources in students, and an increased = awareness=20 of the potential of library resources by academic staff.

Literature Review

A review of literature related to e-journals was undertaken. The vast = majority of papers fall into two categories. The first category of = article focus=20 on the implications to library services, in terms of policies and = strategies,=20 working practices, funding issues, control, cataloguing and access = management.=20 These are not relevant in the context of impact on learning.

The second focus on the users and their attitude to e-journals, = usually=20 within a single institution. Many look from the point of view of = academic staff=20 and/or researchers, rather than undergraduates, and there is a general=20 perception that postgraduates and researchers have accepted e-journals = more=20 enthusiastically than undergraduates (e.g. Wolf, = 2001, Nelson, = 2001, Lock, et = al.,=20 2001). These studies identify many common factors which affect = acceptance or=20 resistance to e-journals. Advantages are seen to be the convenience of = desktop,=20 twenty-four-hour access, the range of titles available, remote access, = time=20 saving and ease of searching. Barriers to use can be a lack of awareness = or=20 knowledge of how to access them, technical problems, lack of archives, = password=20 requirements and high user expectations.

Several major initiatives have been undertaken in the area of user = behaviour=20 by JISC (the UK's Joint Information Systems Committee of the Higher = Education=20 Funding Councils) of which the JUBILEE and JUSTEIS projects give = valuable=20 information on student use of electronic resources over several years = (3rd Annual = Report of=20 the JUBILEE project, 2003). Of those students sampled, two-thirds = claim to=20 be dependent on Electronic Information Services, for similar reasons = given in=20 the earlier studies. As well as the technical difficulties etc., the = time to=20 search and to acquire competence emerge as issues.

The JUBILEE project has also identified that level of take up of = services by=20 students is dependent on factors such as training, awareness and = promotion to=20 and by academic staff. The importance of promoting the services, and the = need to=20 improve users' information skills also emerged from other papers. Aston=20 University is one of the few institutions that reports very positive = uptake of=20 e-journals by undergraduates as well as postgraduates and staff (Mallett = & Smith,=20 2001). They put this down to pro-active and careful marketing, and = training=20 which is embedded into undergraduate programmes of study. "However, = the key=20 to student acceptance..is the promotion of the sources to staff who then = recommend these sources to the students." The need for skills = training to=20 be embedded in subject areas to maximize its effectiveness is also = asserted by=20 Roberts = (2001),=20 who argues that research such as the IMPEL2 project in the late 1990s = makes it=20 clear that, "the promotion or embedding of electronic information = services=20 into the learning process must begin with partnership".

It is notable that none of the papers reviewed attempts to quantify = the=20 effect upon learning, beyond measurements of uptake, and there is an = implicit=20 assumption that easier access to a greater range of resources must have = a=20 positive impact upon the student experience. The question must be asked = whether=20 the expense and activity being undertaken to introduce and manage = e-journals is=20 actually worthwhile in educational terms.

Methodology

Several approaches were taken in order to test the hypothesis that = promoting=20 e-journals enhances learning. An e-journal induction was delivered to=20 forty-eight students registered on a Level 2 Information Technology = module [that=20 is, a module taught to students in Years 2 and 3 of an undergraduate = programme]=20 and a 'research quotient', calculated from responses to a questionnaire, = was=20 developed. This quotient was designed to measure a student's ability to = carry=20 out appropriate research to support their learning. Prototypes of the = e-journal=20 induction and questionnaires were trialled on another group of students = and=20 consequently refined.

The process then employed was to:

  • Measure the existing quotient of the students=20
  • Promote e-journals and train the students in their use in the = context of a=20 module assignment=20
  • Issue a module assignment with content and assessment criteria=20 specifically designed to encourage students to practice the lessons = learnt=20
  • Re-enforce the lessons learnt in lectures during the module = assignment=20 completion period=20
  • Remeasure their quotient

In addition, the bibliographies from the students' module assignments = were=20 analysed with regard to the range of resources used, and compared with=20 assignment bibliographies submitted by previous cohorts taking the same = module.=20

Finally, focus groups were used as a means of obtaining qualitative = data from=20 the students by exploring their experiences and attitudes towards using = journals=20 and e-journals.

E-journal training - design and implementation

UCW undergraduate degree programmes currently have an = undifferentiated Level=20 2, with students in their second and third years of study sharing = modules, and=20 with a diverse background in terms of entry routes and study pathways. = Embedded=20 library skills instruction is inconsistent, and the undifferentiated = Level 2=20 makes it very difficult to track the acquisition of skills.

It could be assumed that there were almost certainly widely disparate = information literacy levels and experience of e-resources amongst the = students=20 taking the module. This assumption was backed up by experience of = dealing with=20 students in the library (at the Enquiry desk for instance), anecdotal = evidence=20 and the questionnaires prototyped with an earlier group of students. =

Experience suggested that students would be particularly lacking in = the areas=20 of advanced electronic search skills and evaluation skills, as well as = having a=20 limited experience of journal literature; what journals were and how = they=20 differed from other types of information. Feedback received in the = training=20 sessions and focus groups (see below) confirmed the validity of these=20 assumptions.

The aims of the training session were therefore:

  • To provide students with an understanding of the usefulness of = journals.=20
  • To encourage appropriate use of e-journals.=20
  • To introduce electronic search techniques.

The content of the e-journal training session was based upon an = analysis of=20 the research requirements of second-year students, as defined in a paper = by Godwin = (2002).=20 This identified appropriate benchmarks based upon the SCONUL headline=20 Information Skills (SCONUL, = 2000) and=20 are listed below in relation to the Research Quotient.

The session started with an introduction to the nature of journals, = with=20 printed copies being handed out and the students encouraged to feedback = their=20 impressions. This was an interesting experience and it was clear that, = as=20 expected, many students were not familiar with journals. They = successfully=20 recognised the currency and authority of the content; some were daunted = by the=20 technical nature of some of the articles, and most were shocked by the = price!=20 They were then helped to identify the pieces of information (author, = source=20 etc.) that could be entered into different fields of a database, a = concept with=20 which they were familiar as IT students. It was explained how these = could then=20 be used to retrieve an electronic journal article.

The students were then shown how to access the various e-journal = resources=20 available through the library service, using a PowerPoint presentation. = A=20 practical session immediately afterwards allowed the students to gain = experience=20 in using the resources, with members of library staff on hand to answer=20 questions and give help. The impression gained was that most students = tried out=20 the resources, with varying degrees of enthusiasm, but not many of them = worked=20 through the exercise sheet provided. This might have been because they = felt=20 confident as IT students to engage with the software. It meant however = that they=20 missed out on tips and examples specifically designed to help them = research the=20 assignments they had just been set, which would have reinforced the = learning=20 advantages of e-journals.

Research Quotient

In order to test the hypothesis that learning can be enhanced by = promoting=20 the use of e-journals, a Research Quotient (RQ) was developed. This was = designed=20 to measure a student's ability to carry out appropriate research to = support=20 their learning; specifically which resources they used, how they located = and=20 selected them, and the electronic search techniques they used.

The students' answers from the questionnaires were compared against=20 appropriate benchmarks from Godwin's paper (Godwin, = 2002), as=20 indicated in Tables 1- 4, below. A scoring system was devised with = weighting=20 designed to reflect any change towards attaining higher level = benchmarks. All=20 the benchmarks relate to Level 2 unless indicated otherwise.

[In the tables IS is 'Information Skill' (SCONUL, = 2000) and=20 L is 'Level']


Table 1: Relationship between = 'normal use'=20 of sources and information skills   Skill and benchmarks Weighting Q1-4: tick the boxes which = describe the=20 resource you normally use when doing research for = an=20 assignment IS 2 Packaging of information and choosing = suitable=20 sources for research
  • (L1) Understanding of characteristics of information = resources.
  • Ability to select appropriate subject print and electronic = resources=20 for essay without guidance
IS 5 Comparing and = evaluating=20 information
  • (L1) Understanding of nature of information freely available = on the=20 Internet.
  • Ability to choose range of materials on topics, taking into = account=20 currency, bias, authority, etc.
High score
  • Always use books
  • Always use journals
  • Don't use lecture notes (not a research = resource)
Medium=20 score
  • Occasionally use Web = pages


Table 2: Relationship between = 'source=20 location' and information skills   Skill and benchmarks Weighting Q5-10 Tick the boxes which = describe=20 how you locate resources. IS 2 Packaging of information and choosing = suitable=20 sources for research
  • Ability to select appropriate subject print and electronic = resources=20 for essay without guidance
IS 3 Search tools and the = need for a=20 search strategy
  • Ability to select most appropriate search tool
  • Understand use of abstracts and indexes, and full text = electronic=20 resources alongside print resources
IS 4 Locating and = accessing=20 information
  • (L1) Ability to use a library catalogue.
High score
  • Don't rely on asking a friend
  • Always use an electronic database to find journal articles
  • Always use the library catalogue
Medium score
  • Occasionally surf the = Web.


Table 3: Relationship between = 'selecting=20 sources' and information skills   Skill and benchmarks Weighting Q11-13 Tick the boxes which = best=20 describe how you select relevant resources IS 5 Comparing and evaluating=20 information=20
  • Ability to choose range of materials on topics, taking into = account=20 currency, bias, authority, etc.=20
  • Ability to sift information for application in essays. =
IS 3=20 Searchtools and the need for a search strategy.
  • (L1) Understanding of limitations of Web materials located = by search=20 engines.
High score
  • Always or normally discard some book or journal resources = found.
  • Always discard many Web resources found (will almost = certainly=20 retrieve many more than for books and journals even if searching = well,=20 so more important to be selective.
Medium score
  • Normally discard some resources=20 found.


Table 4: Relationship between = 'frequency of=20 use' and information skills   Skill and benchmarks Weighting Q14-17 Tick the boxes which = describe the=20 frequency that you use the following electronic = search=20 techniques... IS 4 Locating and accessing information
  • Ability to use truncation and Boolean search techniques.
  • Awareness and use of different levels of searching on = databases.
  • Ability to limit searches by fields.
High score
  • Sometimes use basic search screens.
  • Normally use advanced search screens.
  • Normally use Boolean operators.
  • Normally use phrase/proximity searching.
Medium = score
  • Always use above options (implying a lack of=20 reflection).

Analysis and discussion of outcomes

The students who had received the e-journal induction were asked to = complete=20 the questionnaires on two separate occasions. Firstly, immediately = before the=20 delivery of the e-journal induction and then secondly, five weeks later. = This=20 second occasion took place after the students had had the opportunity to = apply=20 the lessons learnt from the e-journal induction to the completion of an=20 assignment. Although more than forty questionnaires were completed by = students=20 on both occasions, only thirty pairs of these questionnaires could be = matched=20 and the remainder were discarded (for analysis purposes) - this lack of=20 correspondence was not unexpected as not all students attended both = lectures and=20 other students intentionally or unintentionally failed to include = identification=20 on the completed questionnaires.

Analysis of Research Quotient scores

Data from the matched questionnaires were used to calculate the = respective=20 RQ. The result of these calculations was an average RQ of 64.3 out of = 144 before=20 the e-journal induction compared with an average score of 75.5 out of = 144 in=20 respect of the follow-up questionnaires. As yet no comparative benchmark = data=20 exist for the RQ.

Significance testing was used to establish whether the matched RQ = scores=20 suggested that promoting e-journals had affected how students were = carrying out=20 research to support their learning. It was assumed that the underlying = data=20 followed a normal distribution and so testing was performed using the = standard=20 test for comparing means, when matched samples are available. The null=20 hypothesis, alternative hypothesis, significance level and formula for = the=20 calculated value of t are formally stated below

3Dfig1=20

The calculated value of t is 3.82, compared to a t = 5%=20 (df=3D29) value of 1.699. This suggests that we must reject the null = hypothesis at=20 the 5% level and accept that promoting e-journals had affected how = students were=20 carrying out research to support their learning. The data are also = significant=20 at the 0.1% level.

The increase in the RQ was particularly influenced by scores in four = of the=20 seventeen questions. The scores for these four questions are considered=20 below.

Question 2 was, "Tick the boxes which describe the resources you use = when=20 doing research for an assignment", using the four-point scale, "Always=20 use=97Normally use=97Occasionally use=97Never use" and Figure 1 = aggregates the answers=20 to this question.

3Dfig1=20
Figure 1: Use of journals

The data indicate an encouraging increase in journal usage for = assignment=20 research. Students, with one exception, who, before the e-journal = induction,=20 never used journals to research assignments, now consider that they use = journals=20 occasionally. This is matched by occasional-use students, who now = perceive=20 themselves as normally using journals for assignment research. = Inspection of=20 bibliographies indicates that the majority of this enhanced journal = usage is of=20 e-journals. The high use of e-journals by these undergraduate students = is=20 markedly different to the behaviour of undergraduate students reported = in Wise = (2003), where=20 only 5% of undergraduates used e-journals. As no data are available on = printed=20 journal use in the Wise survey it is perhaps sensible not to speculate = on the=20 markedly different usage pattern in the UCW project.

The authors suggest that increased utilisation of journals by these = students,=20 as a source of information, implies a maturing attitude to their = learning. It=20 can be argued that this maturity manifests itself in an awareness of the = significance of the peer review process and of the need to evaluate = information=20 from a range of sources.

Questions 7, 16 and 17 query "the ability to locate and access=20 information".

Question 7 was, "Tick the boxes which describe how you locate = resources when=20 doing research for an assignment" using the four-point scale, "Always=20 use=97Normally use=97Occasionally use=97Never use" and Figure 2 = aggregates the answers=20 to this question.

3Dfig2=20
Figure 2: Database use

The increased use of journals (Question 2) has been accompanied by a=20 corresponding increase in electronic database searching for journal = location=20 purposes. This is, perhaps, not surprising as the two major e-journal = packages=20 that were introduced include their own search engines and do not include = a=20 browse facility.

Questions 16 and 17 were subdivisions of the general question, "Tick = the=20 boxes which describe the frequency that you use the following search = techniques=20 to interrogate an electronic database", using the categories, "Boolean = operators=20 (i.e., and/or/not)" and "Phrase/proximity searching". The same = four-point scale=20 as in the previous question was used, and Figures 3 and 4 aggregate the = answers=20 to questions 16 and 17.

3Dfig3=20
Figure 3: Use of Boolean=20 operators


3Dfig4=20
Figure 4: Use of phrase and/or proximity=20 searching

The data from these questions indicate that after the e-induction = training,=20 students are making more use of advanced search techniques. This = increased use=20 was confirmed in the focus groups (see below), when students also = articulated=20 their frustration in carrying out advanced search techniques. The = authors=20 suggest that advanced search techniques facilitate more efficient = retrieval of=20 relevant e-journal articles and it is reassuring to observe their = acquisition=20 and application. Even if we accept that students assess themselves as = being more=20 skilled than they actually are (Cmor and = Lippold,=20 2001), the results indicate a pleasing relative increase in their=20 skills.

The authors suggest that the increase of scores for questionnaire = questions=20 2,7,16 and 17 are attributable to some or all of the following factors: = the=20 on-line access of e-journals and search engines, the collaboration = between=20 academic and library staff, the timeliness of the e-journal induction = and the=20 association of the e-journal with an assessment. These are considered = below.

E-journals had been available for a semester prior to the project and = on-line=20 search engines for paper journals were well established. Furthermore, = the=20 e-journal search engines included filtering mechanism to identify held = journal=20 stock and this represented an improvement on the more generic search = engines=20 that had been previously used. Inspection of bibliographies submitted = prior to=20 the project did not indicate any change in the way that students were = carrying=20 out research and this suggests that availability is not a catalyst, in = itself,=20 for the improvement in the scores to questions 2,7,16 and 17.

Many students receive formal research inductions at the start of Year = 1 that=20 include content similar to that presented in the project. This approach = is at=20 odds with the progressive approach advocated by SCONUL = (2000) A=20 strategy of concentrating training in Year 1 induction can be criticised = firstly, as it will be competing with many other academic and social = activities=20 that occur at that time, and secondly, as students are not always = expected to=20 use the full range of research skills in the first year of their = studies. This=20 lack of expectation will not encourage students to invest in the time = required=20 to become familiar with the advanced search techniques that the project = team=20 believe are essential for efficient identification of relevant articles. = The=20 timeliness of the e-journal induction (an assignment requiring research = was=20 issued on the same day) and of it being embedded in the Learning and = Teaching=20 process (as suggested in Roberts, = 2001)=20 ensured that the content was relevant and in the context of the = immediate needs=20 of students. Students were able to practice the lessons learnt at the = same time=20 as completing an assignment. The collaborative nature of the e-journal = induction=20 (delivery by academic and library staff) not only ensured that it was = not viewed=20 by students as a bolt-on, but also empowered the lecturer to champion = the=20 lessons in the weeks that followed.

It became clear in the focus groups that some students invested a=20 considerable amount of time in mastering the lessons learnt in the = e-journal=20 induction. The authors suspect that this investment was driven = predominately by=20 the inclusion of a specific assessment criterion in the assignment. This = focus=20 on assessment, supporting the views expressed in Gibbs et al. (1998), = paints a=20 disappointing image of students not adopting a holistic approach to = their=20 learning.

Analysis of journal citations

The bibliographies submitted by the students with the assignment = completed=20 after the e-journal induction, were examined. Bibliographic entries were = categorised as being from a book, journal or website. The same = categorisation=20 was also performed on the bibliographies of thirty students who = completed an=20 equivalent assignment in previous occurrences of the module, but would = not have=20 attended an e-journal induction. The data shown in Table 5 were = obtained.


Table 5: Average number of = bibliographic=20 entries per student   Books Journals Web sites Total Non-induction students 4.0 0.8 2.0 6.7 e-induction students 4.7 2.5 1.8 9.0

Significance testing was used to establish whether the number of = journal=20 bibliographic entries suggested that promoting e-journals had affected = how=20 students were carrying out research to support their learning. It was = assumed=20 that the underlying data followed a normal distribution and so the = difference in=20 journal usage was tested using the standard test for the difference = between=20 means, when two small samples are available. The null hypothesis, = alternative=20 hypothesis, significance level and formula for the calculated value of=20 t are formally stated below

3Dfig6=20

The calculated value of t is 2.40, compared to a t = 5%=20 (df=3D58) value of 1.67. This suggests that we must reject the null = hypothesis at=20 the 5% level and accept that promoting e-journals had affected how = students were=20 carrying out research to support their learning. The data are also = significant=20 at the 1% level.

These data, the authors suggest, are consistent with the students = changing=20 the sources that they use for research, in a direction that was = emphasized in=20 the e-journal induction and reinforced by academic staff afterwards. It = was=20 expected that some overall increase in reading would result from the = efforts of=20 staff, but that this increase (34%) derives principally from a 217% = increase in=20 the use of journals is very encouraging. It is slightly disappointing = that the=20 students who had received the e-induction still included approximately = the same=20 number of Web site entries (1.8 per bibliography) as other students, as=20 attention had been placed on the potential unreliability of un-refereed=20 websites.

Focus groups

Focus groups were organised towards the end of the project to enable = the=20 exploration of issues that had arisen. Two focus groups, each including = six=20 students were chaired by staff from the library and the proceedings were = recorded onto audio tapes.

Members of both focus groups highlighted the wish of students to = receive=20 effective support, to enable them to fully exploit the potential of = e-journals.=20 Although the consensus view of the e-journal introduction was that of = "a=20 good introduction", one student expressed the concern that "it = took me=20 another half day to learn how..". The contribution of this student = to the=20 discussion suggests that this had been an effective exploratory learning = experience, in line with the findings of Rieman (1996). = It had not=20 been the intention to emphasise an exploratory learning style and if = this=20 approach is adopted in future it would be necessary to specifically = engage=20 students in this strategy. Students' opinions were polarized on whether=20 e-journal induction should be delivered as traditional induction = sessions or=20 embedded in the learning process, an approach recommended in Roberts (2000). = The=20 anti-induction lobby argued that, as inductions are invariably included = as part=20 of Freshers' Week, they attract variable attendance, they are missed by = both=20 late entrants and direct entrants, and they present material that is = more=20 relevant in subsequent years of the course. Both groups of students = agreed that=20 an induction might be better placed in Year 2, when students' references = and=20 bibliographical entries count towards assessment. Students advocating = the=20 inclusion of learning support in lectures were split between those in = favour of=20 dedicated study skills modules and those in favour of embedding the = learning in=20 mandatory subject specific modules. It was suggested that "lecturers = should=20 embed e-journals in the teaching process to encourage interest" by=20 including more e-journals in reading lists and providing keywords that = can be=20 used for search purposes and also suggested that "e-booklets might = be=20 introduced" to support exploratory learning.

The discussions offered students the opportunity to articulate the=20 difficulties they had experienced. These included:

  • Lack of off-campus access for the ACM package.=20
  • No mechanism for filtering out e-journals that only offered = abstracts or=20 required additional payment for a full-text service.=20
  • The erratic performance of the ACM search engine.=20
  • Frustrations experienced when advanced searching prove fruitless.=20
  • Problems with passwords

It became clear that time is a critical factor in selecting = resources, in=20 line with research in Roes (1999). The = completion of assignments in a short time frame was perceived by = students as=20 being inconsistent with ordering paper articles using the inter-library = loan=20 system, even though such articles are normally delivered within one = week. The=20 benefits of instant access mean that the students are prepared to = consider=20 e-journals as a resource in learning, that is consistent with the = "least=20 effort research model" proposed by Chrzastowski (1999).=20 Furthermore, the availability of search engines potentially contributes = to=20 meeting their criteria for acceptability. One student was enthusiastic = at no=20 longer having to "browse paper journals" The requirement for = timeliness=20 could explain the nature of the difficulties listed above.

It is also noted that, not surprisingly, some students considered = some=20 material "over my head", but, surprisingly, some students had = not=20 acquired the skill of evaluating an article by reading the abstract, but = reverted to "skimming the article". Perhaps this last observation is an=20 indication that instant on-line access diminishes the importance of=20 abstracts.

Conclusion

The challenge the team overcame was not one of persuading students to = move=20 from paper journals to e-journals, but of encouraging students to use = journals=20 more generally.

The results supported the team's belief that success depended on the=20 collaboration of library and academic staff and on the timely embedding = of the=20 e-journal induction in the learning process. The team did not see the = initial=20 e-journal induction session, presented by library staff, as a bolt-on = session.=20 Instead it was one part of a broader induction package that, critically, = included academic staff participating in the initial e-journal induction = session=20 as well as reinforcing and championing the lessons learnt in subsequent=20 lectures. The e-journal induction session was synchronised with the = issue of an=20 assignment that included a relevant assessment criterion. This was also = crucial,=20 in offering students the immediate incentive of using e-journals in a = relevant=20 assessment situation.

The project team believe that the project was successful in enhancing = the=20 learning of those students who received the e-journal induction. This = belief=20 results from the increase in Research Quotient scores recorded by these=20 students, from the difference in research reading profile (compared to = other=20 students) and from some of the thoughtful comments made in the focus = groups.

Further reinforcement will be needed to ensure that the improvement = in=20 learning and teaching is maintained, and so the team plan to embed the = use of=20 e-inductions in other mandatory modules. Hopefully, other academic = departments=20 within UCW can be encouraged to employ a similar strategy. The team is = also=20 mindful that it must address its concern that both the condensed nature = of=20 assignment completion and the focus placed by students on assessment = paint a=20 disappointing image of students not adopting a holistic approach to=20 learning.

The need to review the delivery of the actual e-induction is = anticipated.=20 Perhaps, a revised initial e-induction session will require students to = adopt an=20 exploratory learning style and overcome the expectation of some that the = induction is a complete learning experience in itself.

References


=20 =20
Find other papers on this subject.

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How to cite this paper:

Colvin, J. & Keene, J. (2004) = Supporting=20 undergraduate learning through the collaborative promotion of e-journals = by=20 library and academic departments.   Information Research,=20 9(2) paper 173 [Available at=20 http://InformationR.net/ir/9-2/paper173.html]
=A9 the authors, 2004.
Last updated: 7 January, = 2004
 3D"Valid=20
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