Research needs and learning format preferences of graduate students at a large public university: An exploratory study

Journal article

H. Bussell, J. Hagman, Christopher S. Guder
Coll. Res. Libr., vol. 78, 2017, pp. 978-998

DOI: 10.5860/crl.78.7.978

Semantic Scholar DBLP DOI

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APA Click to copy
Bussell, H., Hagman, J., & Guder, C. S. (2017). Research needs and learning format preferences of graduate students at a large public university: An exploratory study. Coll. Res. Libr., 78, 978–998. https://doi.org/10.5860/crl.78.7.978

Chicago/Turabian Click to copy
Bussell, H., J. Hagman, and Christopher S. Guder. “ Research Needs and Learning Format Preferences of Graduate Students at a Large Public University: An Exploratory Study.” Coll. Res. Libr. 78 (2017): 978–998.

MLA Click to copy
Bussell, H., et al. “ Research Needs and Learning Format Preferences of Graduate Students at a Large Public University: An Exploratory Study.” Coll. Res. Libr., vol. 78, 2017, pp. 978–98, doi:10.5860/crl.78.7.978.

BibTeX Click to copy

@article{h2017a,
  title = { Research needs and learning format preferences of graduate students at a large public university: An exploratory study},
  year = {2017},
  journal = {Coll. Res. Libr.},
  pages = {978-998},
  volume = {78},
  doi = {10.5860/crl.78.7.978},
  author = {Bussell, H. and Hagman, J. and Guder, Christopher S.}
}

This article was named as a Notable Work by the Academic Library Services for Graduate Students Interest Group in its inaugural awarding of this designation in 2021.

Abstract

This article reports on a study of research needs and learning preferences of graduate students at a public research university. A sequential exploratory mixed-method design was used, with a survey instrument developed from an initial qualitative stage. Significant differences were found between master’s and doctoral students’ and on-campus and online students’ confidence with several research skills. Graduate students overall prefer asynchronous online options and in-person workshops over synchronous online instruction and in-class presentations for learning research skills. The article concludes with a discussion of the value of the sequential exploratory mixed-method design for informing practice at an individual institution.