Learning at Home: Examining the Online Learning Experience of Librarians and Library Staff through Webinars

Marian  R. Eclevia,; Carlos  L. Eclevia, Jr.,

Learning at Home: Examining the Online Learning Experience of Librarians and Library Staff through Webinars

Marian R. Eclevia | Carlos L. Eclevia, Jr.

Abstract:

This exploratory descriptive study examines the satisfaction and learning experiences of librarians and library support staff in attending webinars during the pandemic. It aims to determine if there is a significant difference in the satisfaction scores of webinar participants when grouped according to their employee category, position category, and library type. An online survey was distributed to the REGALO Touching Lives webinar series participants. This study employed an Exploratory Factorial Analysis using the principal component extraction method with a Varimax Rotation. The EFA results revealed a four-factor structure for the webinar satisfaction scale: content and usefulness, learning technology, learning participation, and social interaction. Results showed that librarians and staff were highly satisfied with their online learning experience through webinars. Respondents have a positive learning experience using the webinar platform. They found the webinar platform user-friendly and believed they had the knowledge and ability to participate in the webinar. Many respondents believed it was easier to interact with the speakers or panelists during the webinar than in person. The Mann-Whitney U test found significant differences in overall satisfaction when respondents were grouped by position category and library type. These findings have implications for professional associations and libraries in implementing webinars and developing training and seminars for librarians and library staff.

References:

Anene, I. A., & Idiedo, V. O. (2021). Librarians participation in professional development workshops using Zoom in Nigeria. Information Development, 026666692110267. https://doi.org/10.1177/02666669211026714
Bryson, D. (2020). Using webinars to support your continuing professional development. Journal of Visual Communication in Medicine, 43(4), 222– 224. https://doi.org/10.1080/17453054.2020.1816811
Bryson, D. (2021). The changing landscape of professional development. Journal of Visual Communication in Medicine, 44(2), 72–74. https://doi.org/10.1080 /17453054.2021.1903303
Buxton, E. C., Burns, E. C., & De Muth, J. E. (2012). Professional development webinars for pharmacists. American Journal of Pharmaceutical Education, 76(8), 1–8. https://doi.org/10.5688/ajpe768155
Corry, M., Ianacone, R., & Stella, J. (2014). Understanding online teacher best practices: A thematic analysis to improve learning. E-Learning and Digital Media, 11(6), 593–607. https://doi.org/10.2304/elea.2014.11.6.593
Fadlelmola, F. M., Panji, S., Ahmed, A. E., Ghouila, A., Akurugu, W. A., Entfellner, J.-B. D., Souilai, O., & Mulder, N. (2019). Ten simple rules for organizing a webinar series. PLOS Computational Biology, 15(4), e1006671. https://doi.org/10.1371/journal.pcbi.1006671%0AEditor
Gegenfurtner, A., Zitt, A., & Ebner, C. (2019). Evaluating webinar-based training: a mixed methods study of trainee reactions toward digital web conferencing. International Journal of Training and Development, 24(1), 5–21. https://doi.org/10.1111/ijtd.12167
Henricks, S. A., & Henricks-Lepp, G. M. (2014). Multiple constituencies model in the identification of library effectiveness. Library Management, 35(8/9), 645–665. https://doi.org/10.1108/LM-01-2014-0001
Jafarzadeh-Kenarsari, F., Abouzari-Gazafroodi, K., & Zaersabet, F. (2019). Exploration of the experiences and viewpoints of faculty members on continuing education webinars: A qualitative study. Qualitative Report, 24(9), 2215–2232. https://doi.org/10.46743/2160-3715/2019.3985
Mazur, E. N., Walker, S. E., Don, C., & Conway, F. D. L. (2021). Designing and delivering webinars to improve science communication and engagement between environmental researchers and natural resource practitioners. Coastal Management, 49(4), 392–412. https://doi.org/10.1080/08920753.20 21.1928458
Ng, V., Gupta, A., & Erlich, D. (2021). Brought about by necessity: How the pandemic accelerated a transformation of continuing professional development. Education for Primary Care, 1–4. https://doi.org/10.1080/14 739879.2021.1920474
Pillay, H., Irving, K., & Tones, M. (2007). Validation of the diagnostic tool for assessing tertiary students’ readiness for online learning. Higher Education Research and Development, 26(2), 217–234. https://doi.org/10.1080/07294360701310821
Wang, S. K., & Hsu, H. Y. (2008). Use of the webinar tool (elluminate) to support training: The effects of webinar-learning implementation from studenttrainers’ perspective. Journal of Interactive Online Learning, 7(3), 175–194.
Zoumenou, V., Sigman-Grant, M., Coleman, G., Malekian, F., Fountain, B., & Marsh, A. (2015). Identifying best practices for an interactive webinar. Journal of Family and Consumer Sciences, 107(2), 62–69.