Flipped classroom pedagogy in an online learning environment: A self-regulated introduction to information literacy threshold concepts

Abstract

Online curriculums increase self-regulatory learning behaviors among students and facilitate knowledge transfer essential for deep learning to take place. Additionally, threshold concepts are best taught using a format that is designed for repeated point-of-need access by students. Pairing flipped classroom pedagogy, in which students engage with content independently prior to a synchronous class, with online learning objects intentionally designed to promote self-regulatory learning behaviors helps to build a strong foundation of information literacy. This paper discusses the decision of one library to move its information literacy curriculum to a fully online format in order to more effectively teach information literacy threshold concepts to students at all levels of college. The online curriculum was designed using both synchronous and asynchronous models of instruction and built upon the library's online learning pilot project with first year Communication Studies students. A high-level analysis of effective online pedagogy is offered in conjunction with a detailed look at the online course and content development process, librarians' training requirements, and the communication strategies used to inform campus stakeholders of the curricular change.