Running Head: MEETING DISTANCE STUDENTS RESEARCH NEEDS

Meeting the Research and Reference Needs of Distance Students: A Research-Based Action Plan Thea A. Evenstad Emporia State University

MEETING DISTANCE STUDENTS RESEARCH NEEDS Abstract

Academic libraries serve an increasing number of distance students. As the number of students enrolled in distance education courses grows, so too does the need for academic libraries to support the research and reference needs of these students. The Association of College and Research Libraries Standards for Distance Learning Library Services (2008) address equity in provision of library services and support information literacy instruction and access to resources and services. Higher education institutions must strive to meet the needs of users regardless of physical location. This report seeks to answers this question: how can academic librarians best meet the one-on-one research and reference needs of distance education students? A literature review and research-based action plan support five key steps academic librarians can take to improve the learning experience of distance students as they conduct research.

MEETING DISTANCE STUDENTS RESEARCH NEEDS

Meeting the Research and Reference Needs of Distance Students: A Research-Based Action Plan

Academic libraries serve an increasing number of distance students. The National Center for Education Statistics (NCES), an entity of the United States Department of Education, defines distance learning as a formal education process in which the students and the instructor are not in the same place. This instruction may be synchronous or asynchronous, and it may involve communication through the use of video, audio, or computer technologies, or by correspondence (US Department of Education, 2008, p. 1). The NCES found that the number of enrollments in distance education courses at 2-year and 4-year postsecondary education institutions in the United States increased by more than ten million students in fewer than ten years. Total enrollment in distance education courses at all institutions from 1997-1998 school year was 1,661,100 (US Department of Education, 1999); that number increased to a total enrollment of 12,153,000 students in the 2006-2007 school year (US Department of Education, 2008). As the number of students enrolled in distance education courses grows, so too does the need for academic libraries to support the research and reference needs of these students. Distance students cannot receive reference services or information literacy instruction in person, which may have particular effects on their ability to meet information-seeking needs during an in-depth research process.

Equity in the Provision of Library Services to Distance Students Traditionally, students who need help conducting research interact with academic librarians at the reference desk or in face-to-face information literacy instruction sessions. How do academic librarians meet the needs of those students who may never set foot on campus,

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much less engage in a face-to-face transaction at the reference desk? Lebowitz argues that, As academic institutions extend their educational offerings beyond the campus, to rural, suburban, and urban locations, they need to consider [] the role that the library plays in the educational process. They also need to recognize that an inability to access adequate library resources places many distance education/off-campus students at a distinct disadvantage (1997, p. 303). She concludes that as educators and administrators expand their programs beyond campus boundaries they must support library services for distance students; this commitment shows that the institution has a sense of responsibility toward its students and that it is trying to ensure that the educational experiences of all its students are comparable (Lebowitz, 1997, p. 307). The Association of College and Research Libraries (ACRL) created its Standards for Distance Learning Library Services (2008) to address the same equity issues that Lebowitz considers. The foundational philosophy of these ACRL standards consists of a bill of rights for the distance learning community. Four tenets of this bill of rights directly relate to distance students equitable access to library services that support research. They include 1) access to appropriate library resources and services for achievement of superior academic skills; 2) direct human access through instruction, interaction, and intervention from library personnel in the provision of library services and in facilitating successful use of library resources; 3) meeting needs of users regardless of physical location and taking into account the unique needs of distance learners; and 4) provision of information literacy instruction. My own experience as a distance learner has introduced me to inequities in the provision of library services to off-campus students. I struggle to meet my information-seeking needs, especially for in-depth research questions that I would likely take to a librarian at the reference desk, if I had that option. Virtual reference may be one way to meet the research needs of distance students. Kern points out that many of the basics of providing virtual reference and research services to on-

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campus versus distance students remain the same (2004). There are some key differences to consider when providing services for distance students, however. See Kerns table below: TABLE 1. Similarities and Differences of Providing Virtual Reference Service to OnCampus/Off-Campus Patrons and Distance Education Students Same Reference interview skills Instruction in use of resources Troubleshooting electronic access Our desire to provide excellent service to users through all modes of communication Different Virtual reference policies Document delivery options Troubleshooting electronic access Academic program areas of emphasis Availability of local resources
Table from Kern, 2004.

It is especially important for librarians to consider the differences when designing, implementing, providing, and publicizing research and reference services for students in distance education courses. In many cases, libraries do not offer specific reference or research services for distance students that take into account their unique needs and preferences. In my review of current research on this topic, this question guided my inquiry: how can academic librarians best meet the one-on-one research and reference needs of distance education students?

Studies Concerning the Research Needs of Distance Education Students The user survey is a common and valuable tool for learning more about the needs and preferences of library patrons. Stephen H. Dew conducted a user survey for off-campus students at the University of Iowa Libraries (2001). He adapted a survey tool that had previously been used to collect data about off-campus students at the University of Northern Iowa. At the University of Iowa Libraries, the results of survey provided valuable data to help inform librarians how to best meet the research and reference needs of off-campus students. Through the survey, Dew discovered that 90 percent of off-campus students had been required to write a research paper for class and 65 percent had used library resources for class projects (2001). By

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far the most illuminating results from the survey, however, produced a ranking of which library services distance education students found to be the most important. The overall rankings show that web and/or email reference service is the most highly ranked library offering for off-campus students, closely followed by remote access to full-text databases. Access to Internet resources and phone reference services are also very important for distance students (Dew, 2001).

Overall Ranking 1 2 3 4 5 6 7 8 9 10 11 12

Library Service Web and/or e-mail reference services Remote access to full-text databases Home delivery of books and articles Access to Internet resources Toll-free number for reference Remote access to UI, ISU, UNI catalogs Interlibrary Loan/Doc-Delivery service Remote Access to Electronic Indexes Borrowing Agreements with Libraries Guides to doing library research Computer-assisted instruction Librarian-provided instruction

Percentage of Respondents 71.3 percent 65.1 percent 60.7 percent 54.8 percent 49.3 percent 49.1 percent 43.8 percent 43.3 percent 37.9 percent 30.9 percent 27.9 percent 20.2 percent
Table adapted from Dew, 2001.

Information about off-campus students needs and preferences led to the development of several new library initiatives that strive to meet the specific needs of distance learners. The survey indicated that 85 percent of respondents had convenient access to the Internet. Knowledge of this online access coupled with the data about the importance of web-based research and reference services convinced the University of Iowa Libraries to focus on improving access to their webbased resources by developing a website specifically geared toward assisting distance learners. Dew notes that, For each degree-granting program, the Library Services for Distance Education home page provides a subject link to a list of the most relevant electronic resources, and in addition, the web site also provides access to special document-delivery, reference, and consultation services (2001, p. 180). At the University of Iowa Libraries, conducting the user

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survey helped inform the creation of a plan for implementing new services geared toward meeting the needs of distance education students and connecting them to one-on-one services. User surveys may also be used to inform librarians about the factors that influence the information-seeking behavior of distance students. Liu and Yang investigated the factors that impact graduate students in distance education courses at Texas A&M University (TAMU) during the process of selecting and using their information sources (2004). Liu and Yang were most interested in the reasons behind selection of primary information sources for off-campus students. Over 49 percent of students surveyed selected the Internet as their primary source of information, while TAMU libraries were selected by over 28 percent of these students. Distance education students at TAMU had a strong preference for fast and easy information retrieval. Liu and Yang argue that timely information service to distant users is one of the greatest urgencies in distance education that needs to be addressed (2004, p. 30). Additionally, Liu and Yang analyzed their results and found three reasons for low use of the library services of the home institution by distance students: retrieving information from the TAMU library may be considered time-consuming, most students reported difficulty using the library system sometimes or often, and lack of exposure to library resources and services lessens use (2004). Overall, the researchers found that convenience and motivation levels were strong factors that influence the information-seeking behavior of distance learners. They conclude: The respondents' usage of information sources is predominantly governed by the principle of least effort translated into their preference for online information source support and geographical and temporal convenience. In addition, respondents' different motivation levels for using information sources are significantly associated with their fields of study. These findings have direct implications for academic and research libraries serving distance education students. The finding on respondents' preference for timely and easy information retrieval may convince academic libraries to allocate their

MEETING DISTANCE STUDENTS RESEARCH NEEDS resources and services toward this direction (Liu and Yang, 2004).

As librarians consider how best to serve distance learners, they must account for the strong preference for web-based information and services. Online research and reference services may better assist distance students if they provide timely and easy information retrieval. Keeping the principle of least effort in mind, library services must be marketed in a way that students know about and have easy access to them. The online element of distance education may provide a platform for access to timely and convenient resources and services, but may cause students to feel isolated. Social interaction may be a key component of the enjoyment of online learning and the effectiveness of distance education, as well as the likelihood of the student taking another online class. Muilenburg and Berge surveyed more than 1,000 postsecondary students and found that lack of social interaction was perceived as the most severe barrier to participation in online learning (2007). They state it seems logical that improving social interaction in online learning would lead to a more effective and enjoyable educational experience (Muilenburg and Berge, 2007, p. 45), but caution that their research cannot reflect causation. Perceived loss of social interaction when switching from face-to-face to online instruction does impact willingness to take online classes and reflects a key challenge in providing effective and enjoyable distance education. Another indicator of the importance of social connections in learning is the link between distance student success and student-initiated contact with the course instructor. Deka and McMurry found that successful distance students spent more than double the amount of time in student-initiated contact with their instructors than unsuccessful students (2006). When students participate in a distance-learning environment, there can be a loss of social interaction between students and librarians when they access library services. When

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visiting the reference desk is not an option, students may lose the one-on-one connection to a reference librarian if there are not other avenues for meeting this research need. Emerging tools and techniques in research and reference services for distance learners may foster an increased sense of social interaction and one-on-one connection. Services like chat reference, virtual embedded librarians, skype-based reference, screencasting, and virtual research consultations all may better meet the needs of distance students engaged in online learning environments. Kloss and Zhang (2003) identified the importance of synchronous virtual reference by evaluating the effectiveness of AskUsQuestions.com, a chat reference program provided by the Northeastern Ohio Library Association Regional Library System (NOLA). They utilized patron evaluations, system usage data, and reference librarian surveys to assess this chat reference service. Kloss and Zhang found that patrons were very satisfied with the service and planned to use it again in the future; usage statistics show growth in use. The librarian surveys yielded information about librarian-perceived limitations of chat referencecommunicating clearly, helping patrons understand the complexity of some information searches, and navigating unrealistic patron expectations about timely feedback were some concerns. Many of the librarians surveyed by Kloss and Zhang suggested voice over IP as a possible solution to these problems. However, Radford (2006) demonstrates that the chat reference environment can be host to many of the interpersonal aspects important in face-to-face reference success, although modified to fit the medium. In her analysis of virtual reference transcripts nominated for consideration for the Green Award for Exemplary Virtual Reference, Radford (2006) found that librarians utilized techniques like rapport building, compensation for lack of nonverbal cues, strategies for relationship development, evidence of deference and respect, face-saving tactics,

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and greeting and closing rituals. Virtual reference may be optimized to include many of the positive interpersonal characteristics that are possible in face-to-face interactions and contribute to a connection between librarian and patrona valuable part of meeting one-on-one research needs. Moreover, online screencasting tools that allow librarians to quickly create personalized video tutorials and share them with chat reference users may add another positive element to chat reference interaction. Carr and Ly (2009) analyzed chat reference transcripts from California State University San Marcos and found that students considered screencasts to be very helpful in virtual reference transactions that required explanation of complex information tasks (like refining searches in a library database). In-depth one-on-one research needs of distance students may be met by screencast-savvy librarians who utilize positive interpersonal techniques. Going beyond chat reference, Bennett and Simning (2010) evaluated the connection between virtual embedded librarianship in first courses in a postgraduate distance program in psychology and reference transactions with students in the Department of Psychology. Based on their quantitative analysis and correlation of embedded interactions and reference transactions, they found a positive relationship between the two: the presence of embedded librarians in students classes led to an increased number of reference inquiries from the same population of students. The researchers reasoned that students who had contact information for and had formed a relationship with an embedded librarian were more likely to seek out reference services at the library to assist in their research. Comments and feedback about the embedded librarian program at Capella University have been positive, and both students and faculty appreciate the service. Embedded librarians may meet distance students information-seeking needs by fostering a personal connection while taking advantage of students preferences for convenient, timely, and web-based resources.

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Skype-based reference and virtual research consultations are two final tools that academic librarians should evaluate when considering how best to meet distance students research needs. Cohen and Burkhardt (2010) describe a case study of the successful development of a Skype-based study abroad reference service. They note that this service enables userlibrarian connection and assists students conducting research while physically remote from their home institution. Their research has positive implications for addressing not only the distance learning needs of students abroad, but also the needs of students in distance courses or programs. Steiner (2011) lists Skype as just one of a number of technologies that could be used to conduct virtual research consultations (VRCs). Steiner argues that VRCs may meet in-depth research needs better than chat reference because the real or perceived pressure to handle the transaction quickly is markedly less in a scheduled meeting. Nilsen (2006) found that three problem behaviors resulted in chat reference users unwillingness to return to the service: 1) bypassing the reference interview, 2) unmonitored referrals, and 3) failure to ask follow-up questions. VRCs may significantly lessen these problem behaviors because of the mitigation of time pressure. Steiner (2011) found that students are consistently thankful and grateful by the end of a VRC and express their increased comfort with library resources and decreased anxiety about completing research for their coursework. VRCs are an important tool to evaluate as a means of meeting the one-on-one research needs of distance learners.

Five Steps to Improve the Learning Experience of Distance Education Students The recommendations below are based on the research compiled in this report. Implementation of this action plan is a step-by-step process that can be completed sequentially.

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After implementation, the steps of this action plan serve as guidelines in the adoption of emerging virtual research and reference techniques and tools. 1) Survey your users! Focus on the needs, preferences, and limitations of your students. 2) Publicize and provide access to web-based resources they need most. 3) Keep resources and services convenient and timely. 4) Note the importance of social interaction and one-on-one connections. 5) Select, implement, and monitor the success of emerging virtual research and reference techniques and tools like chat reference, screencasting, virtual embedded librarians, skype-based reference, and virtual research consultations.

Conclusion Distance learners may look forward to a future in which equity in library services means that provision of service is comparable for students on and off-campus. The research compiled in this report may serve as a jumping off point for implementing new programs or tools. The action plan may assist academic librarians as they consider what to do to better meet the one-on-one research needs of distance students. Further exploration is needed in this topic, especially research-based assessments of any positive benefits associated with implementing library services in support of distance students. The use of evidence to demonstrate significant outcomes for students will be key to ensuring institutional support for these crucial library services for distance learners.

MEETING DISTANCE STUDENTS RESEARCH NEEDS References

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Bennett, E. and Simning, J. Embedded librarians and reference traffic: A quantitative analysis. Journal of Library Administration 50(5/6), 443-457. Carr, A. and Ly, P. (2009). More than words: Screencasting as a reference tool. Reference Services Review 37(4), 408-420. Cohen, S. F. and Burkhardt, A. (2010). Even an ocean away: developing Skype-based reference for students studying abroad. Reference Services Review 38(2), 264-273. Deka, T. S., and McMurry, P. (2006). Student success in face-to-face and distance teleclass environments: A matter of contact? The International Review of Research in Online and Distance Learning 7(1), Article 7.1.4. Retrieved from http://www.irrodl.org/index.php/irrodl/article/viewArticle/251/468 Dew, S. H. (2001). Knowing your users and what they want: Surveying off-campus students about library services. Journal of Library Administration, 31(3/4), 177-93. Kern, K. M. (2004). Chat it up! Extending reference services to assist off-campus students. Journal of Library Administration 41(1/2), 217-226. Kloss, L. and Zhang, Y. (2003). An evaluative case study of a real-time online reference service. The Electronic Library 21(6), 565-575. Lebowitz, G. (1997). Libraty services to distant students: An equity issue. The Journal of Academic Librarianship 23, 303-308. Liu, Z. and Yang, Z. Y. (2004). Factors influencing distance-education graduate students use of information sources: A user study. The Journal of Academic Librarianship 30(1), 24-35. Muilenburg, L. Y. and Berge, Z. L. (2007). Student barriers to online learning: A factor analytic study. Distance Education 26(1), 29-48.

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Radford, M. L. (2006). Encountering virtual users: A qualitative investigation of interpersonal communication in chat reference. Journal of the American Society for Information Science and Technology 57(8), 1046-1059. Steiner, H. (2011). Bridging physical and virtual reference with Virtual Research Consultations. Reference Services Review 39(3). United States Department of Education, Institute of Education Sciences, National Center for Education Statistics. (1999). Distance education at postsecondary institutions: 1997-1998 (NCES publication number 2000-013). Retrieved from http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2000013. United States Department of Education, Institute of Education Sciences, National Center for Education Statistics. (2008). Distance education at postsecondary institutions: 1997-1998 (NCES publication number 2009-044). Retrieved from http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2009044.