Over the past few years, there has been a great deal of debate over the value of a Master’s degree in Library and Information Science completed entirely through Web-based distance education. Experts on both sides of the issue have weighed in on the efficacy of courses taught in the traditional face-to-face classroom versus courses taught online in a virtual classroom.
As a recent graduate from the University of Wisconsin-Milwaukee’s School of Information Studies, one of the top online MLIS programs in the United States (”Library science,” 2001), I’d like to share my experiences as an online student.
After experiencing corporate downsizing, I decided to pursue a new career. This decision involved retraining. Matriculating at a local community college, I had the opportunity to explore new fields while working in the college library. The library faculty encouraged me to consider a Master’s program in Library and Information Science.
After making the decision to become a librarian, I began researching schools and programs.
I critically evaluated each of the American Library Association accredited graduate schools in North America. I looked at the strength of the curriculum, the rankings of the school, the faculty’s reputation and research interests, the availability of online distance education, the length of time that the program had been ongoing, the residency requirement, and the cost. I also communicated with several schools regarding on-site programs for comparison.
As I continued to systematically research schools and programs, I realized how much online education would help me reach my goals. I could spend my days working in an academic library gaining practical experience instead of commuting to library school. I could use the early morning and late night hours to complete my MLIS degree. In less than two years, I could gain the practical experience and the educational credentials I needed to become an academic librarian.
The University of Wisconsin-Milwaukee School of Information Studies was rated as one of the top twenty programs in the United States according to U.S. News and World Report (Quirk, 2002), offering a curriculum that provided a solid grounding in librarianship. Faculty members were leaders in their fields. Classes were both theoretical and practical. There were opportunities for fieldwork. Campus residency was not required. Tuition remission in the online program provided a sixty percent savings over the cost of nonresident tuition and fees.
The School of Information Studies had specific guidelines for technological literacy in the use of certain software utilized in the program, as well as access to a computer with the processing speed, Internet connection, and features to assure a quality online education.
I completed four computer science courses in preparation for this new challenge.
WebCT was the course management system. It had chat capability for synchronous discussions, threaded discussion forums for asynchronous discussions, course e-mail, a digital drop box for the submission of assignments, an online grade book, and a module for course documents in which instructors posted course readings, assignments, and assessments.
Each class had specific requirements for participation amounting to at least forty percent of a student’s grade. According to Kassop (2003), due to the time spent in reflection before participation in the discussion, threaded discussion postings synthesize the class readings, lectures, previous discussions, and students’ personal experiences far more than a traditional face-to-face class discussion. Students cannot hide from the discussion, nor can one student dominate the discussion, as might be the case in some classrooms (Kassop, 2003).
During my online courses, I was fully engaged in the course six or seven days per week, integrating my learning with the reality I experienced while working in an academic library. I found myself checking into the asynchronous discussion forum several times per day to scan the latest postings, reply to comments or questions, and participate in the spirited discussion of topical issues. Students not only answered questions posed by the instructor, they learned from the perspectives and experiences of their classmates, who were working in all types of libraries throughout the United States, Europe, and Asia. A truly student-centered learning environment was created that enhanced our ability to communicate in writing (Kassop, 2003).
My online courses had several methods of communication, including an asynchronous threaded discussion forum, e-mail, and weekly synchronous chats (Buchanan, Xie, Brown, & Wolfram, 2001). Chats involved simultaneous participation in a class discussion that included the students and instructor. Students had the opportunity to respond to an instructor’s questions or comments, receive further clarification on an assignment, or communicate with a fellow student. The transcription of the chat was available to read the next day and archived for future reference. I found that these efforts to be inclusive assured a sense of community despite the physical separation between students (Buchanan, 1999).
Each course required extensive readings from textbooks, as well as electronic reserve journal articles obtained through authentication from Golda Meir Library. Students were expected to order their textbooks and be ready to begin class on the first day of instruction. I found myself obtaining the syllabi as early as possible in order to get a jump on the extensive reading assignments.
Every course had lectures to read or view. While some instructors provided the text files of their lectures, others recorded streaming video lectures using RealPlayer software or provided PowerPoint presentations covering the week’s topics.
Assessment took many forms from quizzes, midterms, and final examinations to position papers, portfolios, and term projects. There were many ways to measure a student’s mastery of the course subject matter. Assessments included weekly reference questions with justification for the answers, creation of a library marketing plan, cataloging Internet and print resources, and selection of reference books with documentation.
Through group projects, I experienced collaboration with colleagues. Each group project had various technical and communication challenges due to the distance between students, yet each group project was successfully completed. Team members found a way to overcome obstacles, clarify miscommunication, and resolve problems. Students negotiated their specific roles including project organization, research, writing, and preparation of a PowerPoint presentation or Web page covering the group’s research.
I often acted as an editor, organizing the distribution of work and synthesizing each group member’s contribution to complete the collaborative project by the deadline.
I feel that the project-based learning in my MLIS program was an excellent preparation for the collegial working environment that I experience on a daily basis as an academic librarian. Many of my duties involve activities that I previously experienced as a student.
I never felt isolated learning online as there were many avenues to receive assistance when needed. My faculty advisor was a constant source of encouragement and guidance. The Distance Education Coordinator was a resource for technical issues and programmatic questions. The School of Information Studies began a program of voluntary peer mentoring as a result of a student survey. An experienced online student answers questions and offers confidential support and guidance to new students. I found it to be very rewarding to share my experience and knowledge of the program with a new student. The peer mentoring program enhanced the sense of community in the distance education program, boosting the success and retention of students.
Golda Meir Library offered distance services that included designated contacts for access service, reference and interlibrary loan service, electronic reserve, and remote access to subscription databases. In addition, there were a number of staff members at the University of Wisconsin-Milwaukee who were quite willing to resolve other problems within the scope of their duties and responsibilities or refer distance education students to the proper contact person to handle the matter.
I made one trip to Milwaukee to complete the required comprehensive examination before graduation. Part of the examination was available online and completed at home. The remaining sections of the exam were completed at the campus in Milwaukee. Since my graduation, that requirement has been changed. Distance education students may now complete the comprehensive examination through remote proctoring at an approved testing center, or students may choose to complete a thesis in lieu of the comprehensive examination.
Online learning may not be a viable consideration for all students. According to Buchanan (1999), successful online students are mature, assertive, independent, and self-disciplined. Online learners are extremely motivated. They are often older than traditional students. They are usually employed and seek online education to balance the multiple commitments of their lives: family, employment, and education.
Online education enabled me to realize my goal of simultaneously obtaining the practical experience and educational credentials I needed to become an academic librarian. The rigorous training in the online MLIS program was a thorough preparation for my first professional position. The knowledge gained as a student continues to serve me well in my present position as a reference/instruction librarian at California State University, Stanislaus.
References
Buchanan, E. A. (1999). Assessment measures: Pre-tests for successful distance teaching and learning. Online Journal of Distance Learning Administration, 2(3). Retrieved February 1, 2005, from http://www.westga.edu/~distance/buchanan24.html
Buchanan, E., Xie, H., Brown, M., & Wolfram, D. (2001). A systematic study of Web-based and traditional instruction in an MLIS program: Success factors and implications for curriculum design. Journal of Education for Library and Information Science, 42(4), 274-288.
Kassop, M. (2003). Ten ways online education matches, or surpasses, face-to-face learning. The Technology Source. Retrieved February 1, 2005, from http://ts.mivu.org/default.asp?show=article&id=1059
Library science. (2001). U.S. News and World Report, 131(15), 66. Retrieved February 1, 2005 from Expanded Academic ASAP Database.
Quirk, K. (2002). Online MLIS program rated tops by U. S. News and students. UWM Report, 23(5). Retrieved February 1, 2005, from http://www.uwm.edu/News/report/02.06/SOIS_UNWP.html