Transcript While technology poses as The Great Equalizer….

While technology poses as
The Great Equalizer….
Distance still rules the experience
Maria Brahme, Ed.D., Lauren Walters, Ed.D.
Presentation Outline
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Introduction to the study
Problem statement
Literature review elements
Methods
Findings & Discussion
Introduction to the study
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Patron extinction
Research environment
Need for training of
researchers
Librarians disintermediated
Growth of distance progs
Distance Doctoral Students
…need for information
A few other key elements…
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Liu and Yang (2004) evolution of info. Technology has erased
the limitations of physical distance for distance students (DS)
DS favor local libraries over their home university’s library’s
services (Kascus & Aguilar, 1988; Stasch, 1994; Shouse, 1995;
Cassner & Adams, 1998; Unwin, Stephens & Bolton, 1998; Dew,
2000; & Tipton, 2000).
Historically studies have shown that distance students tend to
be largely unaware of library services available to them (Butler,
1997; Kascus & Aguilar, 1988; Azubuike & Greaves, 1989;
Washington-Hoagland & Clougherty, 2002; Fang, 2006; Casey,
Sochrin, & Race, 2002; Kelley & Orr, 2003).
Problem statement
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The problem addressed
in this study was that
librarians do not have
sufficient information
about the research
practices and
preferences of doctoral
students enrolled in
distance programs.
Purpose statement
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Purpose of this study was to investigate
the differences in information seeking
habits, preferences and experiences of
doctoral students enrolled in distance
programs and those in residential
programs of study
Research Questions
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For the distance learning and residential
doctoral students separately…
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To whom do students turn for assistance
with research?
What are the preferred research resources
What, if any, are the perceived barriers to
consulting with the university librarians?
What, if any, are the perceived barriers to
using library resources?
Methods
qualitative; case study; grounded theory
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Population - 20 doctoral students
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3 methods of interviewing
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Convenience & purposive
Phone/skype/TappedIn
Interview questions - sample
Datacoding - HyperResearch
Comparing participant responses; distance v.
residential - using code combinations
Sample code combinations
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advised to see librarian OR ask librarian for help OR
advises use of librarian OR Praise for the librarian
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distance student wants more help OR lonely distance student
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Resulted in 17 cases (participants) = 10DS; 7RS
Resulted in 8 cases (participants) = 80% of DS
advises use of databases OR considered many databases OR
library databases easy to use OR start with libdatabases OR
Use of Pep library databases OR
no problems accessing databases OR
identifies databases accurately.
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Resulted in 19 of 20 cases (participants) = 9 DS; 10 RS
Key Findings
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DS uniquely experienced feelings of loneliness and
isolation during the diss process
DS stronger preference for using the physical library
DS much less confident in their research skills
Distance students more likely to seek research
assistance from faculty; revealed more distress about
the lack of assistance received from faculty than
residential students
…stronger preference for using
the physical library…
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DS do not have the luxury of taking
physical resources for granted and long
for amenities unavailable to
them…whereas residential students
eschew unnecessary trips to campus,
doctoral DS yearn for the trappings of
academia that signal scholarship
Quotes
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“What about barriers to getting help from the
librarians at pep?” She explained concisely,
“distance…if I were on campus I could go to
the library directly”
“[if I were on campus]…they might see me
and not totally forget about me”
I sometimes whch [sic] I could go to a
physical library like pep and get the book I
needed”
The (amusing) outlier…
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“[online research]
sure beats roaming
dark areas of a
library where some
students may have
become petrified
and covered with
cobwebs.”
…more likely to desire easier
contact with a librarian…
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Librarians represent a dedicated research
professional at students’ continuous disposal
Compared to distant student-colleagues and faculty,
librarians by definition offer more predictable
availability
DS yearn to feel more closely connected to the
university in order to bolster their self perception as
doctoral students
Though librarians are available by phone, email &
chat, DS want more availability, more access
Quotes…
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My librarian is the only one
who responds to my
questions
I wish I had…a way to
more easily get in touch
with a librarian or
somebody that could
virtually help me
Getting help from faculty
has been awkward or nil
…express much less confidence
in their research skills…
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Despite the fact that this study showed
distance & residential students to be
equally familiar with library resources,
DS nevertheless doubted their expertise
DS lack of ability to view themselves as
scholars challenges DS confidence - or
vice versa
Quotes…
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I really had no idea what I was doing…got
through it but I don’t have confidence
I’m not finding a ton on my Ebsco search. It’s
a little frustrating and I’m wondering if it’s me
or the database
I’ve never felt more stupid or more
incompetent at any time in my life both
personally and professionally
…more likely to seek assistance from
faculty; revealed more distress about the
lack of assistance received from faculty
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7 of 10 DS consulted faculty while only
3 of 10 residential student reported this
Contact is important to DS..if the
analogy holds - that DS desire to
preserve/enhance their sense of
scholarliness, this is not surprising
…more likely to seek assistance from faculty;
revealed more distress as well as enthusiasm about
the nature of assistance received from faculty
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“I find that frequent communication with my chair
does not happen…it does make the process longer...”
“after coursework it feels like we were drop kicked to
the curb
“I felt like [the instructors] moved on to the next
[class of students] and said, good luck with that
dissertation activity…
the dissertation support that is offered at pepperdine
isn't an option for someone who lives in [a state 3000
miles away]”
…more likely to seek assistance from faculty;
revealed more distress as well as enthusiasm about
the nature of assistance received from faculty
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And it doesn't take them long, I mean, my guess is it just comes
right off the top of their head or they may have to pick up a book
and look for two minutes, but not much and they can be very
very helpful so that is tremendous,
“…one of the people on my committee is a researcher at USC
and she's actually kind of a world renowned researcher and
she's been very helpful…I want to do interviews and I really
wasn't sure about how to set that up. I asked her for some
samples and she sent me 20 pages of stuff
“my chair will also recommend an author - that really helps me
to know which ones are respected.”
…uniquely experienced feelings of loneliness and
isolation during the dissertation process…
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80% of DS expressed
experiencing feelings
of loneliness
Sentiments not
expressed by any
residential
participants
Quotes
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“after coursework it feels like we were drop kicked to the curb …
I've paid thousands and thousand and thousands of dollars for
maybe a phone call or two in the last two years”
It's a pretty lonely process; pretty isolated”
“I felt like [the instructors] moved on to the next [class of
students] and said, good luck with that dissertation activity
“(with physical access) they might see me and not totally forget
about me”
“I guess I will add that distance learning is fabulous, but lonely.”
He added, “As someone who has considered giving up, yet is
still in the game”
Brief summary
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Distance continues to have significant impact
on experience of doctoral students in
distance programs, however the nature of the
impact is evolving
Though home library resource accessibility
and usage has changed dramatically distance influences a doctoral student’s
sense of scholarliness
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Thus affecting self-confidence, increasing the
need for contact and possibly generating attitude