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Online & Distance Learning: Home

Faculty, find out what resources & library services are available to your distance learners!

It's All About Student Success

Did you know?

  • Student retention has been associated with using online Library Research Guides (GWLA, p. 13)1
  • Evidence suggests a relationship between usage of library resources & distance learner success (Nurse et al)2
  • Online & Distance Learners have unique challenges to using library resources & services

Find out what you need to know to help your students succeed as distance learners by clicking on the tabs above!

Challenges Distance Learners Face

Your students may face a host of challenges as distance learners:

  • Geographic barriers
  • Technology barriers
  • Lack of awareness of library support
  • Lack of  awareness of library resources
  • Inequitable access to certain types of resources
  • Not as much skill in doing online research as assumed

Our Recommendations

Don't let your students stay isolated & without help!

Help your students connect with the library's resources & its reference librarians.

Read our tips & recommendations for using library resources & services for your distance learners, or look into affordable learning options for your students.

Our distance learners have in some ways the same & in other ways unique challenges compared to other online learners & especially to students on campus.

Visit these pages for our recommendations:

Getting Articles | Getting Books | Reference Services |
Librarian Instruction | Affordable LearningContact us

References

  1. Greater Western Library Alliance (GWLA). (2017). The impact of information literacy instruction on student success: A multi=institutional investigation and analysis. Retrieved April 8, 2018, from http://www.arl.org/storage/documents/publications/The_Impact_of_Information_Literacy_Instruction_on_Student_Success_October_2017.pdf
  2. Nurse, R., Baker, K., & Gambles, A. (2017). Library resources, student success and the distance-learning university. Information and Learning Science 119(1/2), pp. 77-86.
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