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Action Research for Exploring Professional Development Students' Learning Experiences in the Blended E-Learning Course Design for Research Methods
In the e-Learning society, librarians as well as school teachers are in the leading position to educate students and citizens to obtain information literacy skills in order to effectively use information and communication technology (ICT).These skills include being able to think and evaluate web pages critically as well as being able to read and present new knowledge innovatively. In order to do so, library schools in Taiwan provide programs enhancing their students' information literacy skills. This paper presents the findings from an action research designed for a professional development MLIS program at National Taiwan Normal University. Twenty-four graduate students enrolled in the research methods class participate in the study. A blended e-Learning course design is applied. Students are asked to keep journals. Qualitative approach is then taken to analyze the journals. The research findings reveal polar phenomena of like and dislike for technology use in supplementing traditional learning activities, and reflect learners encountering difficulties in understanding qualitative concepts and techniques. These findings also show those students' appreciation on course design in terms of face to face classroom interaction, collaborative learning, and journal writing.
|Appears in Collections:||教師著作|
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