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【摘要】 本文介紹 2009 年夏季在美國瑞德大學「心理 與法律」線上課程所實施的線上圖書館利用教 育個別指導。學生透過線上個別指導者提供資 訊素養的個別教學，協助學生完成課堂作業。 本文說明研究團隊，包括一位心理學教授和兩 位圖書館員之間密切合作的討論過程、線上課 程的本質、個別指導的產出成果、使用的科技， 以及未來實施個別化資訊素養課程的規畫依據。
Introduction
Distance online learning in colleges and universities has grown at a rate of 20% or more annually for the last five years (Allen & Seaman, 2008). In addition, the wired-Generation students now on campus are driving
this phenomenon with their demands of classes
anywhe肥，anytime (Dawson
&
Campbell,2009). Rider University,a private institution with approximately 4500 undergraduate and 800 graduate students,is meeting this challenge to develop online courses and tools through its Distance Learning Advisory Committee. Responding to仕endsinincreased online courses in American colleges and universities,this committee invited applications for grants to develop online learning materials in October 2008. Three librarians in Rider University's Moore Library applied and then received a grant of $2000 in December of 2008. With this grant, equipment and software were purchased and several information literacy tutorials were created.
A psychology professor at Rider University (w.
Heath) was also awarded one of these grants. She collaborated with two of the librarians (P. Dawson and S. Yang) to develop a way to deliver library instruction for a distance learning class. This paper addresses the collaborative efforts between the authors,the design of an online tutorial to help students with their research
asslgnmer此， the technical nature of the software and
eqU1pme帥， institutional policies, successes and challenges of the effort,and,lastly,discussions of the
hωreofthis endeavor.
Literature Review
Distance education has been in existence for a long time,but with the advent of the Internet and computers,
the tools to deliver this type of learning has changed drastically from radio,telephone,and coπespondence via mail.When online classes became more prevalent,
there were many concerns that this mode of
teaching/learning was inferior to the traditional classroom method; however, it is becoming more accepted and established with approximately 20% of college students enrolled in online courses (Bernard et aI., 2009; Shea & Bidjerano,2009; Silver & Nickel,
2007). The emph泌的 has changed from comparing
online learning to classroom lectures to evaluating the different types of online courses for quality and measurement of student learning (Bernard et aI.,2009; Larraemendy-Joerns & Leinhardt, 2006; Leng,
Dolmans, Jobs時， Arno, & Vleuten, 2009; Shea & Bidjerano,2009; Soong,Chan,Chua,& Loh, 2001). Online learning, defined as the interaction between teachers and learners using computers and the Internet,
allows students greater access to higher education (e.g.,
Larraemendy-Joems & Leinhardt, 2006).
Non-traditional students,usually older and involved in careers, find the online learning environment meets their needs (Tallent-Runnels,Thomas, & Lan,2006). In addition, with regard to library instruction,
traditional college students prefer online tutorials instead of librarian directed sessions in some settings (Larraemendy-Joerns & Leinhardt, 2006; Silver & Nickel, 2007). The literature confirms that close collaboration between faculty and librarians can result in successful creation of online tutorials to help students with assignments as well as enhance student engagement.
Disciplinary Perspective
As noted above, teaching online is increasing in prevalence generally (Kinney,200 I),and for many,the Internet provides a viable alternative to learning in the
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_ _ I Tht~fil'ttMlH桐樹、“制6ctvpe.“甜"耐心開 ε Ilckdlt 借“ t馳 toKe，»甸W糟""""叫穗rr，.licf\lIn'Wl9l1Ptrs 盟國臨A good Flash tutorial has condensed content and should not run more than ten minutes. Otherwise students can get tired and lose focus. Therefore it is vital to break down the contents of the library instruction into logical steps or modules. To create the
tutorials,first the librarians collaboratively produced
an outline of the modules. The next step involved writing scripts and using screen shots of the resources
to be used to create a “storyboard" for each module.
The text and screenshots served to describe
step-by-step actions and texts for recording the audio portions ofthese modules.
were required to write a paper for her Psychology and Law class. The two collaborated on developing the
tuto討al based on the requirements for the assigned paper. The learning objectives of the tutorial involved locating Rider University Libraries' homepage and
accessing appropriate electronic databases from
o何~campus.Students were expected to construct search terms with the use of Boolean operators to locate a newspaper article. Lastly students were expected to provide a reference section in their papers with information regarding the sources they used. The
completed online tuto討al product consisted of six
modules.
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蛤t!1.Ud: lIIt對蛤Wi tat~ tl'It 腿 ftll ll\d lOCl。“，...traditional classroom. Interesting旬， this prevalence is
not uniform across disciplines. For example,
Piotrowski and Vodanovich (2004) found that the number of psychology faculty members participating in online instruction was negligible primarily because
psychology instructors do not undergo formal
computer technology training. While this was true for the psychology faculty member teaching Psychology
and Law at Rider,the idea of teaching this“applied"
course online was very appealing for reasons noted
below, and thus, the online Psychology and Law
course at Rider University was developed.
The Psychology and Law course is designed to provide students with information regarding the role and influence of psychology within the legal system. Within this course many of the topics that are covered are frequently in the news media such as wrongful
convictions,jury decisions,eyewitness testimony, and
confessions. This course has been taught in a
traditional format at Rider University for
approximately 15 years. There were two major reasons that the idea of teaching this course online was
appealing. First,the idea of an online Psychology and
Law course was especially attractive when you
consider that this course at Rider has,at times,drawn
students employed within law enforcement or
corrections fields; the online version of this course makes this course even more accessible to such
audiences. Second,the Internet does afford a unique
perspective on issues relevant to psychology and law.
For example,real court documents and relevant videos
demonstrating real world legal situations are available
on the Internet.Thus,creating an online course,under
these conditions, was expected to be an exciting,
worthwhile endeavor.
Figure I JIIustrates the storyboard technique used
Construction of the Tutorial
After the grants were awarded, the psychology
professor contacted one of the librarians (P. Dawson) to develop an online tutorial for her e-Iearners who
The storyboards were saved as Word documents. One of the librarians (S. Yang) trained library student workers to generate the tutorials using Captivate and
tutorials with sound and text. These modules were saved and stored on the library Web server and the website address was sent to the faculty member for
review and further revisions. When the tuto吋al was
finished,the professor created a link in Blackboard so
that the students could access it. As an alternative,
Blackboard has the capability to recognize a Flash
仙torial，making it possible to upload all ofthe modules directly into Blackboard for the duration ofthe course.
variety of technologies,including PDF,Word,HTML,
CGI scripts, video, mp3, and Flash (Yang, 2009).
Furthermore,evidence shows that “students [respond]
positively to the interactivity and game-like nature of
the tutorial" (Armstrong & Geor阱， 2006). After
weighing pros and cons of each technology, we
decided to use Flash as the format for the Psychology
and Law online course tutorial. Based on the above
mentioned considerations,Flash appeared to be a more
ideal technology to fulfill our mission.
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Technology Used
Flash is a technology invented in 1996 by
Micromedia to bring animation, sound, and limited
interactivity into a Web page. This technology needs little bandwidth so it downloads fast onto the Web. In
addition,a Flash tutorial can be viewed as a video with
text and audio capabilities. It produces a more
game-like quality than any other formats. By far Flash
is the most advanced tutorial format on the market.The
more popular Flash creation software includes
Camtasia and Captivate. At the time of the software
selection, Camtasia was better for demonstration
pu巾的的， while Captivate provided interactivity. We
wanted to allow for the possibility of adding
interactivity to our tutorial,thus Captivate became our
final choice. The grant from the Rider University Distance Learning Advisory Committee enabled the
purchase of Captivate, microphones, and Adobe
Photoshop for tutorial creation.
In addition to technological considerations,
institutional policies come into play in tutorial creation. The university's Office of Information Technologies
(OIT) has to support the Captivateso命wareand Flash
format on both server and client sides. After the
completion of the tutorials, server space is needed to
mount them on the university's website so that students
can accessthem 命om the course management system.
Loading a Flash ωtorial directly into a course
management system is another possibility. The Flash tutorials may up take a lot of space if their length is long and audio files are attached. Sometimes the institution may have a policy limiting the amount of
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Changes were made based on the psychology
professor's recommendations,and theωto討alwebsite was
made available to her students at the start ofthe semester.
Figure 2 Provides a view ofthe Captivate screen in
the process ofcreating the tutorial
After the course ended,the professor provided more
feedback on thetuto吋al. Based on this experience and
her suggestions, the ωtorial will be modified by
dividing the modules into shorter units and integrating
feedback forms into the modules for assessment
purposes. Following these modifications,the resulting
online library instruction will be used in fuωre
Psychology and Law courses (taught using both traditional and online formats).
There are many formats that we could use to create online tutorials. A survey of such tools in 2009 shows that academic libraries created online tutorials using a
space in a course management system. Faculty may need special pennission to run Flash tutorials off the course management system. On the client side, a computer has to have Adobe Flash Player installed in the browser software in order to view a Flash tutorial. Adobe Flash Player is a small computer program or a plug-in written for browsers that one can download freely from the Internet. Most of the browsers such as Firefox and Internet Explorer come with this add-on installed already so that a user does not need to worry about it. But the OIT support is needed to cover potential problems. Therefore,before one embarks on the task of creating online tutorials, all those factors have to be taken into consideration.
Overview of the Class
Assignment and Evaluation
of the Tutorial
The particular details of the assignment in question will be given here. One of the major topics covered in the Psychology and Law course is the factors that can influence the reliability of an eyewitness (e.g.,distance from crime, weapon focus effect). For the assigned paper,students look through newspaper sources for a real-life case which involved at least one eyewitness and discuss at least 4 factors that could have influenced the eyewitness(es) in that particular case.
When this course is taught using the traditional fonnat, students often have trouble locating a newspaper article for this assignment. Prior to the creation of the Captivate tutorial,students who sought out extra help would just be provided with a couple of key search tenns that they could use and told to continue trying. Th時， upon reflection, was not a very
efficient way for students to search for their article. Students often became quite frustrated as they searched for an article that fit the rules (e.g.,an article written within the last year)
The tutorial appeared to solve these problems in that students were able to view ademonstr百tion of how to
search specific sites. The modular nature of the tutorial allowed students to zero in on the particular infonnation literacy skills required to locate the needed materials. The professor reported that the number of students who asked for help or who seemed frustrated by their search decreased. In addition, 27% of the students in the Psychology andLaw course(N= 3) completed an online assessment ofthe usefulnessoftheωto吋a l.All indicated that thetuto討alwas helpful to them and that they would recommend the resource to other students. Thus,these preliminary data suggest that this online library instruction was a good addition to Rider University's Psychology and Law course. We will continue to assess the usefulness of this instruction in the future.
Conclusion
Library instruction has traditionally been conducted in a classroom setting. With the increase in college courses taught online, librarians need to meet this challenge and provide instruction in this environment. Collaborating closely with faculty is essential and the creation of online infonnation literacy tutorials is one way to incorporate these skills into an online course
Good planning is an impo民間t factor in developing successful online tutorials. Many lessons were learn叫， including the necessity of close collaborationbetw的Ithe faculty and librarians, the importance of faculty suppo此， consideration of organizational politics and infonnation technology infrastructu時， the need for learning outcome assessment, and sharing the experience with colleagues forfuωre improvement.The knowledgegained 企om 也is
first experience will aid in the preparation of future infonnation literacy experiences.
Acknowledgments
We would like to thank the Rider University Distance Learning Advisory Committee for the grants and technical support provided for this project.We also want to thank the anonymous reviewers and the Editor for their helpful comments on the article.
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