Information literacy of students at the Masaryk University and its development by the Course of work with information
Pavla Kovářová, Nikola Hálová and Tereza Pojezná
Information literacy should become an integral part of higher education. The opportunities offered by online courses available from anywhere, anytime, are used to deepen knowledge and skills. The Course of work with information is a distance course of information literacy and it is intended primarily for students of Masaryk University. This article introduce results of evaluation research of this course.
The research was carried out on the first two levels of Kirkpatrick's four-level model. The level of satisfaction was verified by a questionnaire, the level of learning by pre-test and post-test. In both cases, the pre-course needs were surveyed (883 students from various faculties of Masaryk University), followed by post-course changes (103 graduates for the questionnaire, 397 graduates for the post-test). Data collection, with the exception of a post-test, was done electronically in the SurveyMonkey tool, the post-test being a part of the students' assessment were filled in by PAPI (Paper and Pencil Interviewing).
The research results demonstrated the efficiency of the course at both measured levels. In the case of the questionnaire, both the form and the content of the course were positively evaluated. The course would be recommended by more than 80% of the graduates. The Facebook group was identified as the best way to communicate in the course. The respondents had minor comments about confusion in task assignment and final test. According to the entry questionnaire, the students were motivated for the enrolment in the course especially by the gain of new skills, but also the credit benefit played a significant role.
Regarding the efficiency of the course at the level of learning, all questions have been marked by a statistically significant improvement in knowledge after completing the course. While the most difficulty was found in the pre-test in the field of creation, the least problematic was the processing of information. There has been a significant improvement in knowledge and skills in the post-test, however, in some topics the results remain insufficient (below 50% of the right answers), in the search query, errors in text (language and typography), argument resolution and type of a professional text.
Key words: evaluation research, information literacy, Kirkpatrick's four-level model, tertiary education
Masaryk University in Brno, CZ
[email protected], [email protected], [email protected]
Information literacy should become an integral part of higher education. The opportunities offered by online courses available from anywhere, anytime, are used to deepen knowledge and skills. The Course of work with information is a distance course of information literacy and it is intended primarily for students of Masaryk University. This article introduce results of evaluation research of this course.
The research was carried out on the first two levels of Kirkpatrick's four-level model. The level of satisfaction was verified by a questionnaire, the level of learning by pre-test and post-test. In both cases, the pre-course needs were surveyed (883 students from various faculties of Masaryk University), followed by post-course changes (103 graduates for the questionnaire, 397 graduates for the post-test). Data collection, with the exception of a post-test, was done electronically in the SurveyMonkey tool, the post-test being a part of the students' assessment were filled in by PAPI (Paper and Pencil Interviewing).
The research results demonstrated the efficiency of the course at both measured levels. In the case of the questionnaire, both the form and the content of the course were positively evaluated. The course would be recommended by more than 80% of the graduates. The Facebook group was identified as the best way to communicate in the course. The respondents had minor comments about confusion in task assignment and final test. According to the entry questionnaire, the students were motivated for the enrolment in the course especially by the gain of new skills, but also the credit benefit played a significant role.
Regarding the efficiency of the course at the level of learning, all questions have been marked by a statistically significant improvement in knowledge after completing the course. While the most difficulty was found in the pre-test in the field of creation, the least problematic was the processing of information. There has been a significant improvement in knowledge and skills in the post-test, however, in some topics the results remain insufficient (below 50% of the right answers), in the search query, errors in text (language and typography), argument resolution and type of a professional text.
Key words: evaluation research, information literacy, Kirkpatrick's four-level model, tertiary education
Masaryk University in Brno, CZ
[email protected], [email protected], [email protected]