First-year college students are often tasked with library activities to develop information literacy skills as a requirement of their freshman English composition course. In the traditional environment of one-shot library classroom demonstrations and text-heavy online tutorials, these activities can be dry, unengaging and ineffective for students. This study aimed to improve learning outcomes and participant satisfaction with a new unit on scholarly communication topics that employed a blended learning environment using a flipped-classroom instructional strategy.
Eight student participants from two University of Hawaii campuses completed this study and were compensated for their time. Students were asked to view unit content via a self-paced, online learning management system before attending an optional face-to-face workshop session. Online content was organized into three modules using multimedia learning objects presented in a timeline format for easy navigation. A pretest, posttest, and exit survey were administered to assess learning and satisfaction. Most students showed improved posttest scores and expressed satisfaction with unit design and the use of multimedia content although none participated in the workshop session. A focus on use of multimedia objects within online tutorial design tied directly to active learning in the classroom is recommended to other academic libraries seeking to improve engagement and skills retention among their lower undergraduate students.