Academic libraries; adaptive learning; art history; asynchronous learning; information literacy

In a collaborative effort between three departments at Portland State University, investigators designed and created Information Literacy (IL) modules tailored to the needs of Art History students utilizing two delivery platforms. One platform employed adaptive software (in this study, the product is called Realizeit), and the other was a static environment called Pressbooks. Students were randomly divided into cohorts based on these delivery methods. The author compared results of pre and post information literacy assessments and completed an analysis of students’ preliminary bibliographies to measure the success of the IL instruction. But the core investigation was to determine whether the same content delivered in different online learning environments were appreciably different in terms of students’ performance outcomes. This study reaffirms the value of information literacy instruction in Art History classes as evidenced by significant student improvements. Regarding the efficacy of adaptive learning software, however, the outcomes of this study are inconclusive.

本研究由波特兰州立大学（Portland State University）三个院系联合开展，研究人员针对艺术史学生的需求定制开发了信息素养（Information Literacy, IL）模块，并依托两种授课平台进行教学部署。其中一种平台采用自适应学习软件（本研究中将该产品命名为Realizeit），另一种则为名为Pressbooks的静态教学环境。研究者根据授课平台类型将学生随机划分为不同队列。通过对比学生信息素养测验的前测与后测结果，并分析学生的初始参考文献列表，以此评估信息素养教学的实施成效。本研究的核心探究目标为：同一教学内容在不同在线学习环境中开展时，学生的学业表现是否存在显著差异。研究结果显示学生成绩存在显著提升，这证实了艺术史课程中信息素养教学的价值。不过针对自适应学习软件的教学效能，本研究尚未得出明确结论。