A STEM e-class in action: A case study for asynchronous one-shot library instruction

Abstract

The synchronous “one-shot” information literacy workshop is arguably the most common teaching delivery method used by academic librarians. Challenges associated with this type of instruction largely revolve around repeating the same workshop. Other issues include accommodating and managing large numbers of students, scheduling conflicts, and workshop time constraints. One strategy to overcome some of these issues without hindering quality is to replace the traditional face-to-face approach with online videos. In this study, synchronous in-person instruction was compared to asynchronous instruction using video modules during a laboratory session and as a pre-lab assignment in a first-semester introductory biology majors' course. Students' responses to a survey revealed that online instructional videos have unique benefits and are effectively comparable to in-person instruction.