Faculty of Theology and Religion Studies uses “tune in” sessions to enhance learning

Christine Nel, the information specialist, decided to enhance the traditional training model for postgraduate students on the use of the online library.  The training usually consists of two library sessions during the faculty’s annual postgraduate workshop at the beginning of the year.  The traditional model is enhanced with a series of workshops this year, and a second series will be conducted in the second semester due to the popularity of the workshops.

The workshops focus on the following themes:

• How to search for journals;
• How to use Google Scholar correctly;
• How to request out of print material and electronic sources via inter-lending;
• How to use the different eBook models;
• How to upload work to Turnitin;
• How to cite your work correctly;
• How to request chapters from out of print material with digitisation, by sending requests to the information specialist; and
• How to find current and completed research.

It is important to take note that quite a number of students in the faculty are living in Africa or abroad and they literally visit UP only for graduation.  These students rely on an effective online training model as a traditional training model, and it is not always effective. Some students already have advanced information literacy skills while others have not been exposed to an online library working across different platforms to access sources. To accommodate both groups the following training strategy model is used to reinforce the learning process, which is in itself a complex process.  Learning is more effective when repetition and recall are used as much as possible. To achieve this, a strategic five-step blended learning method is used, and can be summarised as follows:

• A series of seven 1 hour workshops, focusing on the above-mentioned topics, spread over a month;
• The use of training material developed by the learning centre;
• A demonstration of the topic with subject-related examples;
• Question and answer session; and
• An additional “tune in” session, scheduled after two days with the participants in the session.

During this session 5-10 minutes are used to recap the training, afterwards, students are more able to identify any “gaps” in their knowledge on how to use the online library. Firstly, by using this “recall and repeat method” students can identify for themselves what topic they need further training on.  The workshops are only one hour long and immediately students can decide for themselves, which training is meaningful and where there is a gap in their skills when using the online library. Students didn't need to attend a long training session where most of the training does not apply to them as they lose interest.

Secondly, the training material developed by Gerda Ehlers, coordinator of the learning centre, and her team are used to strengthen the process of learning.  The effective use of video and music material attracts further information processing and the content of these videos is comprehensive but very effective. Cooperation and the exchange of ideas to enhance learning take place at the information specialist and the learning centre to develop applicable video content by a very talented young team of graphic designers.

Thirdly, a practical demonstration of the topic with subject-related examples strengthens the learning process, and fourthly, students have the opportunity to ask questions for more clarity during the question and answer session.  During this session, more information processing and recall take place and it is interesting to observe that all the students stay for the question and answer session. Students engage during the session and even with each other, and none of them left the session after the practical demonstration. The importance of giving students their “own voice” in training is very important and effective.

In addition to the steps in the training model, a “tune in” session of 30 minutes is scheduled with the participating students in the workshop, and a date and time are decided on which suit most of the people in the group.  During this “tune in” session. a 5-minute demonstration to recall information is performed. Thereafter, students have the opportunity to discuss problems they still encounter with the information specialist.  Continuous interactive communication takes place by the use of subject-related examples and students are addressed by name, or examples applicable to them are used as part of the strategy. This is very effective because students are placed directly in the virtual learning environment and are not only a participant on a computer screen. It is interesting to observe that most of the students practice the content of the workshop before entering the tune-in session.​

Quality control and evaluation take place after each session by using Google Forms. The following remarks during the feedback process demonstrate the effectiveness of this “repeat and recall method”

"I learned a lot, thanks Christine". 

"It was an excellent class".

"A great session and eager to learn more".

"The contact session was informative, and I received insightful guidance to navigate the UP library resources. I greatly appreciate the availability of this support".

"Christine gives me new, fresh and additional insights each time I'm in her training session. That is why I kept coming back to her library training sessions. She always brings out 'old wine from the old wine skin' from her repository of library knowledge".

"Very helpful and eye-opening".

"The YouTube videos made the experience even better".

In summary, the strategic five-step blended learning method described above, which focuses on the use of repetition, is very effective to enhance the learning process.