Student reflections on multimodal course content delivery

Abstract

Purpose

The purpose of this paper is to illustrate a for-credit information literacy course redesign that used a flexible multimodal framework to address individual student learning preferences, personal differences and abilities as well as teaching preferences.

Design/methodology/approach

Students taking the course were surveyed as to their preferences for content delivery. A qualitative analysis of student reflections was conducted to determine the efficacy of maintaining multiple course formats and to solicit feedback for course improvements.

Findings

Results show that students were definitive in their preferences for how they access course materials and that enough students used each format to justify maintaining both. Findings also showed students’ appreciation for being given options.

Research limitations/implications

Content delivery modes are changing rapidly. Future studies should explore the efficacy of other modes of delivery.

Practical implications

As technology and students’ familiarity with course delivery modes change, how we deliver content to students will also change. The key to reaching students in an effective manner is flexibility.

Originality/value

Exploring why and how students choose to learn provides valuable feedback into how we should or should not deliver course content. Learning what works, and providing multiple options, will increase the likelihood of success for a diverse student body.

Citation

A. Jackson, S. (2014), "Student reflections on multimodal course content delivery", Reference Services Review, Vol. 42 No. 3, pp. 467-483. https://doi.org/10.1108/RSR-05-2014-0011