Reinventing Reference Service Quality: A Continuous Improvement Review of the DLS-CSB Center for Learning Resources (CLR) HyFlex Instructional Program
Location
Cody Conference Hall, University of St. La Salle, Bacolod City
Start Date
26-6-2024 3:15 PM
End Date
26-6-2024 3:45 PM
Description
ABSTRACT
Purpose/objectives: This study evaluates the implementation of the Hyflex Instructional Program, which is offered by the Center for Learning Resources Readers’ Services Unit (RSU), within the College. This will assess the extent to which the students agree with the conducted learning sessions led by the librarians to enhance the program further.
Design, methodology, approach: The study made used the descriptive research design to describe the implementation of the Hyflex instructional program. A purposive sampling technique was used to identify the respondents for this study. Respondents were students who participated in the learning sessions across programs during the academic year 2021-22. The instrument underwent face and criterion validation to ensure accuracy of intended measures. The survey instrument is divided into following: training objectives, training quality and effectiveness, training competencies, online delivery and platform, and an overall rating of the implementation. Data were collected from respondents (total number) who attended the scheduled CLR learning sessions requested by the faculty for the academic year 2021-2022, from the first to the third term. As part of the data collection process, survey instruments were distributed and collected after each session. The data was analysed using the frequency distribution and the weighted mean.
Findings: The findings revealed that librarians are very high in terms of their instructional planning which set directions and guidance towards delivery. The results also emphasized excellence in terms of training quality, which includes the efficacy and efficiency of librarians in conducting training. Furthermore, the study identified some gray areas to improve the quality of librarians’ way of conducting training in the HyFlex mode, which are as follows: more dynamic pedagogical approaches, alignment of the intended learning outcomes including assessment, detailed and engaging elaborations, and proper time management to maximize more of the training program's essential parts.
Research limitations and implication: The study focuses on insights tailored to the institution, limiting its generalization to library settings with different structures, resources, and student populations. The CLR's distinct characteristics may not fully capture an array of reference service challenges and strategies encountered in other academic library settings.
The study specifically examines insights that are customized to the institution, which restricts its applicability to library settings that have varying structures, resources, and student populations. The unique attributes of the CLR may not comprehensively encompass a variety of reference service difficulties and approaches encountered in alternative educational environments.
Originality of the paper: The study's findings present a unique case that can help improve overall understanding of instructional service quality related to educational environments. The paper is expected to investigate aspects of service quality, such as responsiveness, dependability, and user satisfaction, that are relevant to the needs of students in a Hyflex learning environment. Focusing on hyflex learning contexts allows one to identify specific challenges and opportunities for this setting. Originality can also come from discovering and implementing innovative practices and strategies for improving instructional services. All of these concepts have the potential to make new contributions to the field of library and information science, particularly in the context of hyflex educational designs.
Keywords: hyflex services, reference service training, library practices, reference pedagogical innovation, service innovations
Recommended Citation
(2024). Reinventing Reference Service Quality: A Continuous Improvement Review of the DLS-CSB Center for Learning Resources (CLR) HyFlex Instructional Program. Retrieved from https://animorepository.dlsu.edu.ph/conf_dlsplc/2024/schedule/1
Reinventing Reference Service Quality: A Continuous Improvement Review of the DLS-CSB Center for Learning Resources (CLR) HyFlex Instructional Program
Cody Conference Hall, University of St. La Salle, Bacolod City
ABSTRACT
Purpose/objectives: This study evaluates the implementation of the Hyflex Instructional Program, which is offered by the Center for Learning Resources Readers’ Services Unit (RSU), within the College. This will assess the extent to which the students agree with the conducted learning sessions led by the librarians to enhance the program further.
Design, methodology, approach: The study made used the descriptive research design to describe the implementation of the Hyflex instructional program. A purposive sampling technique was used to identify the respondents for this study. Respondents were students who participated in the learning sessions across programs during the academic year 2021-22. The instrument underwent face and criterion validation to ensure accuracy of intended measures. The survey instrument is divided into following: training objectives, training quality and effectiveness, training competencies, online delivery and platform, and an overall rating of the implementation. Data were collected from respondents (total number) who attended the scheduled CLR learning sessions requested by the faculty for the academic year 2021-2022, from the first to the third term. As part of the data collection process, survey instruments were distributed and collected after each session. The data was analysed using the frequency distribution and the weighted mean.
Findings: The findings revealed that librarians are very high in terms of their instructional planning which set directions and guidance towards delivery. The results also emphasized excellence in terms of training quality, which includes the efficacy and efficiency of librarians in conducting training. Furthermore, the study identified some gray areas to improve the quality of librarians’ way of conducting training in the HyFlex mode, which are as follows: more dynamic pedagogical approaches, alignment of the intended learning outcomes including assessment, detailed and engaging elaborations, and proper time management to maximize more of the training program's essential parts.
Research limitations and implication: The study focuses on insights tailored to the institution, limiting its generalization to library settings with different structures, resources, and student populations. The CLR's distinct characteristics may not fully capture an array of reference service challenges and strategies encountered in other academic library settings.
The study specifically examines insights that are customized to the institution, which restricts its applicability to library settings that have varying structures, resources, and student populations. The unique attributes of the CLR may not comprehensively encompass a variety of reference service difficulties and approaches encountered in alternative educational environments.
Originality of the paper: The study's findings present a unique case that can help improve overall understanding of instructional service quality related to educational environments. The paper is expected to investigate aspects of service quality, such as responsiveness, dependability, and user satisfaction, that are relevant to the needs of students in a Hyflex learning environment. Focusing on hyflex learning contexts allows one to identify specific challenges and opportunities for this setting. Originality can also come from discovering and implementing innovative practices and strategies for improving instructional services. All of these concepts have the potential to make new contributions to the field of library and information science, particularly in the context of hyflex educational designs.
Keywords: hyflex services, reference service training, library practices, reference pedagogical innovation, service innovations