Libraries at University of Nebraska-Lincoln
Assessment of Electronic Learning Usage in the Upper Basic Education French Language Curriculum: Implication for Evaluation of Library and Information Science Resources
Date of this Version
People who work in a library and information science unit are passionate about making a positive difference in the world. Librarians are the people who work in this field, and their job is to bridge the gaps that exist between people, information, and technology. In today’s classroom instructional delivery, the use of electronic learning (e-learning) has become imperative. Thus, the study investigated the extent of implementation of e-learning in the upper basic education French language curriculum and its implication for the evaluation of Library and Information Science Resources. A sample of 370 students participated in the study. A 15–item questionnaire was used to collect data from the respondents. The internal consistency of the instrument was tested using Cronbach Alpha method. It yielded a reliability coefficient of 0.92. The data obtained were analyzed with mean and standard deviations. The results showed that the implementation of e-learning in the French language curriculum was mainly in the use of French language learning CDs while all other aspects of it were virtually not implemented. This finding has implicated the expertise of the educational measurement and evaluators in that the result of the study will be used by them to take appropriate valued judgment on the use of e-learning in the delivery of Library and Information science.