Face-to-face Training is the Preferred Modality of Professional Continuing Education for Librarians of All Ages, but More Evidence is Needed
Notice bibliographique
Résumé
A Review of:
 Lynn, V. A., Bose, A., & Boehmer, S. J. (2010). Librarian instruction-delivery modality preferences for professional continuing education. Journal of the Medical Library Association, 98(1), 57-64.
 
 Objective — To establish the preferred modality for professional continuing education (CE) among members of three library associations. The primary hypothesis was that face-to-face training is the preferred modality, and the secondary hypothesis was that younger librarians are more likely to favour online or blended training modalities. In addition, the authors sought to investigate which factors influence participants' decisions to take up training.
 
 Design — Online questionnaire.
 
 Setting — Three library associations based in the United States of America. These were the American Library Association (ALA), the Special Libraries Association (SLA), and the Medical Library Association (MLA).
 
 Subjects — A random sample of 328 members of the ALA (86 participants), SLA (63 participants), and MLA (291 participants). Some participants were members of more than one association.
 
 Methods — Participants were recruited to complete an online survey via direct e-mail contact (MLA), messages on email discussion lists (SLA) and social networks (ALA). The survey asked about participants' experience of, and preference for, five different training modalities for CE. These were: face-to-face (classroom instruction), web-based synchronous (with real-time participant-instructor interaction), web-based asynchronous (with instructor involvement, but not in real time), blended (a combination of different modalities), and webcasts (live online presentations with limited participant-instructor interaction). Participants were then asked to rank factors which would influence their decision to undertake CE courses. The factors were cost, opportunity to socialize/network, time away from work, learning at their own pace, and having immediate access to either the class instructor or other participants. Participants were also given space to comment on both CE modalities and influencing factors.
 
 Main Results — There was a statistically significant preference for face-to-face instruction in this sample, being preferred by at least 73.1% of participants in all age ranges. Younger librarians did not display a preference for online or blended training modalities. There was a significant difference in second preference between ALA and MLA members, who both preferred Web based asynchronous training, and SLA members, who preferred the web-based synchronous format. Participants' preferences for all modalities apart from face to face were significantly different depending on whether or not they had experienced the particular modality. Cost was ranked as the most influential factor in the decision to undertake CE by members of all three library associations (significant at P
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,003 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,176 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».