A flipped classroom approach to teaching search techniques for systematic reviews to encourage active learning.

Main Article Content

Karen Poole

Abstract





This project report describes the rationale for moving a one-shot library teaching session on advanced searching for systematic reviews to a flipped classroom approach (e-learning ahead of face-to-face teaching) and the process this took. It examines the e-learning and active learning elements designed to support learners engage with challenging threshold concepts including subject headings. Learner feedback during, immediately at the end of each session, and in response to a follow-up impact survey is considered. Overall, learner feedback on the flipped classroom was very positive and teachers reported improved learner outcomes (formative in-class informal assessment). Areas identified for development are presented. The report extends the body of research on the use of the flipped classroom in information literacy and provides evidence that active learning techniques can be successful in increasing learner engagement and achievement even in a one-shot setting.

Article Details

How to Cite
POOLE, Karen. A flipped classroom approach to teaching search techniques for systematic reviews to encourage active learning.. Journal of Information Literacy, [S.l.], v. 15, n. 1, p. 68-83, jan. 2021. ISSN 1750-5968. Available at: <https://ojs.lboro.ac.uk/JIL/article/view/PRJ-V15-I1-2>. Date accessed: 16 jan. 2021. doi: https://doi.org/10.11645/15.1.2847.
Section
Project reports