E-learning in LIS education: satisfaction of part-time LIS students with Omega

1. E-learning in LIS education: satisfaction of part-time LIS students with Omega Marko Tot, young researcher Faculty of Humanities and Social Sceiences, Zagreb, Croatia mtot@ffzg.hr

2. Summary • Introduction • Research • Conclusion

3. Introduction • E-learning • learning that is delivered, enabled or mediated by electronic technology, for the explicit purposes of training and/or education.

4. Introduction • University of Zagreb E-learning Strategy 2007 – 2010 • the University of Zagreb supports and actively promotes e-learning and the application of ICT in teaching and learning at all levels of university education. • e-learning is a legitimate and desirable way of learning and teaching at the University of Zagreb.

5. Introduction • since the academic year 2000/2001 the open-source course management system Moodle has been used in the University of Zagreb. • since the year 2004/2005 Omega, a customized version of Moodle is in use at the Faculty of Humanities and Social Sciences.

6. Research • Sample • part-time students of Library and Information Science of the Faculty of Humanities and Social Sciences in Zagreb • the research included part-time students who attended the Reference Service in Library course

7. Research • Sample • 90 students were enrolled in the course • 67 students completed the survey

8. Research • The aim of the research: • to obtain a general overview of the part-time students’ satisfaction with Omega • to establish to what degree this tool makes studying easier for students

9. Research • Hypothesis • Omega met the students’ needs • Omega helped making their study much easier.

10. Research • Methodology • anonymous survey questionnaire, consisting of 13 questions

11. Results • 67 students completed the survey • 13% (9) male • 87% (58) female

12. Results • 24% (16) between age 24 - 27 • 18% (12) between age 28 -30 • 42% (28) between age 31 – 41 • 16% (11) between age 41 - 50

13. Results • Usage of Omega • 14% (9) every day • 46% (31) 2-3 times a week • 37% (25) 2-3 times per month • 3% (2) use Omega very rarely

14. Results • Omega is considered an e-learning tool • 97% (65)- YES • 3% (2) - NO

15. Results • Can Omega replace lectures • 34% (23) - YES • 61% (41) - NO • 5% (3) did not provide an answer to this question

16. Results • Satisfaction with Omega: • 24% (16) - excellent • 48% (32) - very good • 24% (16) - good • 3% (2) - satisfactory • 1% (1) - negative

17. Results • Satisfaction with Omega’s contents: • 27% (18) - excellent • 45% (30) - very good • 22% (15) - good • 6% (4) - satisfactory

18. Results • How much Omega makes study easier: • 43% (29) - excellent • 30% (20) - very good • 23% (16) - good • 2% (1) - satisfactory • 2% (1) - unsatisfactory

19. Results • The contents found in Omega and used most often by the students are: • presentations used in lectures • course descriptions and reading lists • additional materials related to the course • news forum.

20. Results • The contents in Omega used least often by the students are: • communication with their fellow students • communication with the teaching staff

21. Conclusion • e-learning has become integrated in LIS curriculum • the students are satisfied with Omega, and Omega makes their studying easier • e-learning has been accepted as a standard part of tuition

22. Thank you for your attention! Questions?