Assessing Affective Learning Using a Student Response System

被引：10

作者：

Rimland, Emily ^{[1
]}

机构：

[1] Penn State Univ, University Pk, PA 16802 USA

来源：

PORTAL-LIBRARIES AND THE ACADEMY | 2013年 / 13卷 / 04期

关键词：

LIBRARY; OUTCOMES;

D O I：

10.1353/pla.2013.0037

中图分类号：

G25 [图书馆学、图书馆事业]; G35 [情报学、情报工作];

学科分类号：

1205 ; 120501 ;

摘要：

Affective learning relates to students' attitudes, emotions, and feelings. This study focuses on measuring affective learning during library instruction by using a student response system. Participants were undergraduate students who received course-related library instruction for a research assignment. Students rated their confidence levels associated with finding resources before and after the library session using a student response system and again at the end of the semester using a paper survey. The results show a significant improvement in confidence levels for students receiving library instruction, suggesting that library instruction can have a positive influence on affective learning.

引用

页码：385 / 401

页数：17

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