Getting Active during COVID-19: Incorporating Experiential ...

Georgia Southern University Georgia Southern University

Digital Commons@Georgia Southern Digital Commons@Georgia Southern

Georgia International Conference on Information Literacy 2021 Virtual Conference (March 26, 2021)

Mar 26th, 11:45 AM - 12:15 PM

Getting Active during COVID-19: Incorporating Experiential Getting Active during COVID-19: Incorporating Experiential

Learning in Online Instruction Learning in Online Instruction

John Siegel University of South Carolina Upstate, [email protected]

Follow this and additional works at: https://digitalcommons.georgiasouthern.edu/gaintlit

Part of the Curriculum and Instruction Commons, Higher Education Commons, Information Literacy

Commons, Online and Distance Education Commons, and the Psychology Commons

Recommended Citation Recommended Citation Siegel, John, "Getting Active during COVID-19: Incorporating Experiential Learning in Online Instruction" (2021). Georgia International Conference on Information Literacy. 15. https://digitalcommons.georgiasouthern.edu/gaintlit/2021/2021/15

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Getting Active during COVID-19: Incorporating Experiential

Learning in Online Instruction

Georgia International Conference on Information LiteracyFriday, March 26, 2021

John Siegel, MLS, MEd (he/him/his)Coordinator of Information Literacy

University of South Carolina Upstate

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USC UpstateLocation: Spartanburg, SC

Founded: 1967

Faculty: 240 Full-Time

244 Adjunct

Students: ~6,000 Head Count

Regional, comprehensive

USC Upstate Library

u 12 Librarians

u 13 Full-Time Staff

Source: Wood and Partners (USC Upstate)

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Psychology at USC Upstate

uUndergraduate programu ~300 majors u ~30% transfer studentsuExperimental focus

Source: USC Upstate

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Embedded Library Instruction for Psychology (Before Fall 2020)

In-person session in both research-intensive courses: à PSYC U325: Research Methods

à PSYC U502: Senior Seminar

Source: Dreamstime.com

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ThenCOVID-19…

Source: gograph.com

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PSYC U325Research Methods

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PSYC U325Research Methods

uCulminating project: Poster presentation onindividual research study

u 8-10 students per classu 3-4 sections offered in fall and spring semesters Source: Microsoft Stock Images

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PSYC U325: Research MethodsEmbedded Library Instruction

u 75-minute sessionu Early semester à mostly 2nd or 3rd week

Ø Students need to “hit the ground running”Ø Finding and utilizing literature is a key element of course

Learning Objectives for Sessionà Identify and understand differences between empirical and review articlesà Search and locate relevant empirical articles using PsycInfo

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IncorporatingActive Learning

u Help students to understand relevance to course à Since it was early in the course, students did not have a research topic

u Combat “Zoom Fatigue” à Student engagement

uWanted students to try on their own, make mistakes in a safe environment, and understand that searching is a process of trial and error

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PSYC U325 Library Instruction Session

Initial Session Outline à 75-minute sessionOnline, Synchronous via Blackboard Collaborate

u Introductory material/Lecture (5 minutes)

àWhy the library? – LibGuide – Ask a Librarianu Group Exercise #1*: Empirical vs. Review Articles (20 minutes)u Database Overview/Lecture (5 minutes)u Group Exercise #2*: PsycInfo Searching (40 minutes)u Questions/Wrap-Up (5 minutes)

*Exercises used for in-person sessions adapted to online format

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Psychology LibGuideØ Page added to LibGuide marked “In Class Exercises”

à Parking lot for materials

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Group Exercise #1Empirical vs. Review Articles

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Group Exercise #1:Empirical vs. Review Articles

Ø Students open two PDF articles using links in Psychology LibGuide*Ø Provide activity overview

à In your group, compare the two articles – skim the articles –a. What is the topic? b. Who are the authors? c. How is the article laid out? d. What did they do?

Ø Start breakout rooms (3-4 students each, random assigned)Ø Debrief

*Articles available via open access (no off-campus login required)

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Group Exercise #1:Empirical vs. Review Articles

à Used topic that was likely relatable and an “attention getter”

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What Happened?

Source: clipart-library.com

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Technology Troubles…

Ø Internet/NetworkqSlow/lagging qUnstable connection

Ø Blackboard CollaborateqAlso slow/laggingqAlso unstable (disconnects)qNot necessarily intuitiveqBreakout rooms Source: line.17qq.com

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Group Exercise #1Empirical vs. Review Articles

Source: Pexels (Andrea Piacquadio)

Wait, where are we?

Which article?

We need more time!

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Group Exercise #2PsycInfo Searching

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Group Exercise #2:PsycInfo SearchingPsycInfo Searching

After showing students how to access PsycInfo:

Ø Students open handout in Psychology LibGuideØ Provide brief activity overview

a. Introduce scenario and research question b. Someone in group shares their screen with PsycInfo

à Instructions for screensharing included in handoutc. Complete two (2) different searches as a group to find peer-reviewed, empirical articles

d. Record search terms, number of results, titles of promising articlese. Answer reflection questions

Ø Start breakout rooms (3-4 students each, random assigned)Ø Debrief

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Group Exercise #2 PsycInfo Searching

Scenario: The 3-4 of you have friends that are constantly complaining about the bad luck they are having on dating apps such as Tinder. Your friends have asked for your advice. You, the smart USC Upstate psychology students, develop the following research question based on the discussion with your friends:

RESEARCH QUESTIONWhat factors influence people to pick others (i.e. “swipe right”) on dating

apps such as Tinder?

Group task: Your group will do 2 searches in PsycINFO to find peer-reviewed, empirical articles published between 2011-present that may help provide insight.

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Group Exercise #2 PsycInfo Searching

Reflection Questions

Now that you have done your searching, briefly discuss what you learned from this exercise.

a) Did one search work better than the other? Why?

b) Would you do anything differently next time?

c) What questions do you have for your librarian?

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What Happened?

Source: clipart-library.com

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Source: DepositPhotos

Group Exercise #2PsycInfo Searching

Ø “Who wants to share their screen?”Ø “How do I share my screen?”Ø “What do we do?”

à Some groups did not finish searchingà No time for reflection questions

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PSYC U325 Library Instruction SessionOnline, Synchronous via Blackboard CollaborateRevised Session Outline à 75-minute session

u Introductory material/Lecture (5-10 minutes)u Group Exercise #1 with debrief (15-20 minutes)u Empirical vs. Review Articles/Lecture (10 minutes)u Database Overview/Lecture (5 minutes)u PsycInfo Group Exercise (35 min) 50 minutes

uLonger introduction to activity uAsked for several volunteers to share their screen, then demonstrate and have each volunteer repeat (screensharer) BEFORE starting breakout rooms

uWhile volunteers practiced, other students had more time to “digest” instructionsuStudents randomly assigned to breakout rooms, each with a screensharer

u Questions/Wrap-Up (5 minutes)

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Feedback from Students and Faculty

Students FacultyInteraction Practicality

Better than lecturing Reduced library anxietyHelpful to see mistakes Kept students involvedGood practice for projects Wished for more timeWished for more time

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PSYC U502Senior Seminar

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PSYC U502: Senior Seminar

uDesignated focus (such as cognitive, clinical, or educational psychology)

uCulminating project: Integrative paper

u 10-12 students per classu 3-4 sections offered in fall and springsemesters

Source: Microsoft Stock Images

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PSYC U502: Senior Seminar Embedded Library Instruction

u 50- or 75-minute sessionu Early semester à mostly 2nd or 3rd week u Most students completed PSYC U325 (Research Methods) recently

Learning Objectives for Sessionà Use the library online catalog to locate relevant books

à Search and locate relevant empirical articles using PsycInfo and subject databases

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IncorporatingActive Learning

u Prevent “I’ve heard this already” syndrome

u Combat “Zoom Fatigue” à Student engagement

u Start with what students know and build from there

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PSYC U502 Library Instruction Session

Session Outline à 50- to 75-minute sessionOnline, Synchronous via Blackboard Collaborate

u General Announcements (5 minutes)u Group Exercise: Review Relay (15-20 minutes)u Online Catalog for Books (5-10 minutes)u PsycInfo & Subject Databases (20-30 minutes)

à Librarian-led searching using student examplesu Questions/Wrap-Up à(5-10 minutes)

*Exercise used for in-person sessions adapted to online format

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Group Exercise:Review Relay

Ø Students open OneDrive link via link in Psychology LibGuideØ Provide activity overview

à In your group, list as many things you remember about doing research and using the library PSYC U325: Research Methods

Ø Start breakout rooms (3-4 students each, random assigned)Ø Debrief

à Extra credit points for “winning” group

* Similar to Google Sheets

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Group Exercise:Review Relay

Ø Amazed with what groups remembered….

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Feedback from Students and Faculty

Students FacultyInteraction Good refresher

Helped remember what was learned in PSYC U325

Kept students interested in session and material

Didn’t repeat Searching made more sense

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Takeaways

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Takeawaysu There is a learning curve with online learning

uDifferent “feel” that may be strangeuReading – print vs. online – may be a factoru Technology

u Students aren’t as tech savvy as you thinku They aren’t necessarily familiar with toolsuDemonstrate and repeat, demonstrate and repeat

u Less is moreu Start small and don’t overdo itu Plan for the unexpected – technology blips, etc.

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u Group work is great, but takes extra time uSometimes lecture is best for sake of time

u Honesty goes a long way with students and facultyu Tell them this is new and you’re learning with them

u Be patient with yourselfu Trial and error is the name of the game

Takeaways

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Thank You!

John SiegelCoordinator of Information Literacy

[email protected]

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Questions?

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