Abstract
The following study aimed to assess both instructor and student perceptions of virtual library instruction sessions. The primary question was are there perceived benefit of synchronous library instruction versus watching the recording of the same session. Two anonymous, mixed-method surveys were distributed: one to instructor and one to students. Results are consistent with similar research; both options are agreeable. Some form of library instruction is appreciated and useful for virtual classes be it synchronous or asynchronous. Interestingly, the direction for future research came from COVID-19 and the sudden prevalence of virtual courses and the use of whatever device students can access.
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