Consistency Matters

Comparing Term-based and Semester-based Online MLIS Education

Authors

  • Edward Benoit III School of Information Studies, Louisiana State University https://orcid.org/0000-0002-6707-0623
  • Jennifer Thiele School of Information Studies, Louisiana State University
  • Ana Roeschley Department of Information Studies, University of North Texas

DOI:

https://doi.org/10.21900/j.alise.2023.1319

Keywords:

assessment, backward design, accelerated learning

Abstract

This study compares the student learning outcome assessments of an online Master of Library and Information Science (MLIS) program offered in traditional 14-week semesters and an accelerated 7-week term program. Louisiana State University’s School of Information Studies (SIS) offers the MLIS program through two delivery platforms: SIS Online (14-week semester program) and LSU Online (7-week term program). The study explores the differences in student performance between SIS Online and LSU Online and investigates the impact of term length on students’ ability to achieve the program’s SLOs. The findings provide insights into the effectiveness of different online program delivery formats and suggest ways to improve student learning outcomes in online MLIS education.

References

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Published

2023-09-29

Issue

2023: ALISE Proceedings

Section

Juried Papers

License

Copyright (c) 2023 Edward Benoit III, Jennifer Thiele, Ana Roeschley

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This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.