Lecturers' information literacy experience in remote teaching during the COVID-19 pandemic.
PLoS One
; 17(3): e0259954, 2022.
Article
in English
| MEDLINE | ID: covidwho-1753180
ABSTRACT
The advent of coronavirus disease 2019, or COVID-19, continues to trigger several important disruptions/innovations in practically every sector around the world. Additionally, the impacts are predominant in certain educational systems and in creating opportunities. Previous studies had addressed possible effective methods in handling distant learning and student interactions. This qualitative study explored lecturers' information literacy experience during online classes as a result of the pandemic. Semi-structured interview techniques were applied among participants, made up of 15 lecturers in the Humanities Faculty, Diponegoro University, Indonesia, and thematic analysis was used to analyze the data obtained. The results showed the focus of lecturers' information literacy experience was primarily on student interactions and knowledge of various online learning platforms. However, information repackaging was a significant initial consideration during virtual classes, after identifying salient student characteristics. In summary, the present study have contributed to the theoretical understanding of information literacy and may be of benefit to the teaching faculties for enhancing teaching and learning activities, as well as providing student support.
Full text:
Available
Collection:
International databases
Database:
MEDLINE
Main subject:
Problem-Based Learning
/
Education, Distance
/
COVID-19
/
Humanities
Type of study:
Observational study
/
Prognostic study
/
Qualitative research
Limits:
Adult
/
Female
/
Humans
/
Male
/
Middle aged
Country/Region as subject:
Asia
Language:
English
Journal:
PLoS One
Journal subject:
Science
/
Medicine
Year:
2022
Document Type:
Article
Affiliation country:
Journal.pone.0259954
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