Effectiveness of Virtual Reference Services in Academic Libraries: A Qualitative Study Based on the 5E Learning Model |
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| Institution: | 1. Charles E. Young Research Library, University of California Los Angeles, Box 915175, Los Angeles, CA 90095-1575, USA;2. Knight Library, University of Oregon, 1501 Kincaid St., Eugene, OR 97403-1299, USA;1. University of Southern Denmark, Department of Design and Communication, Universitetsparken 1, 6000 Kolding, Denmark;2. KNUST Library, Kwame Nkrumah University of Science and Technology, Kumasi, Ghana;1. Rutgers University, 4 Huntington Street, New Brunswick, NJ 08901, United States of America;2. Rider University, Moore Library, 2083 Lawrenceville Road, Lawrenceville, NJ 08648, United States of America;3. William Paterson University, 1600 Valley Road, Room #4082, Wayne, NJ 07470, United States of America;4. Rutgers University, 1320 Eagle Point Road, Kutztown, PA 19530, United States of America;5. William Paterson University, David & Lorraine Cheng Library, 107D, 300 Pompton Road. Wayne, New Jersey 07470, United States of America;6. Rutgers University, James Dickson Carr Library, 75 Avenue E, Piscataway, NJ 08854-8040, United States of America;7. The College of New Jersey, University of New England, 716 Stevens Avenue, Portland, ME 04103, United States of America;8. Raritan Valley Community College, Evelyn S. Field Library, 118 Lamington Rd., Somerville, NJ 08876, United States of America;9. Bergen Community College, Sidney Silverman Library, Bergen Community College, 400 Paramus Rd, Paramus, NJ 07652, United States of America;10. Lawrence High School, 2525 Princeton Pike, Lawrenceville, NJ 08648, United States of America;1. Champlain College, Burlington, VT, USA;2. Department of Education, University of Vermont, USA |
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| Abstract: | This study explores library users' perceptions and preferences of virtual reference services (VRS) in an academic library in Hong Kong and examines the impact of VRS on students' learning for the future improvement of the library's services. A qualitative semi-structured interview was conducted with ten students from different faculties of a comprehensive university in Hong Kong. Proceedings of the interviews were recorded using Zoom, transcribed, and analyzed into theme tables according to the 5E learning model. Results indicate that WhatsApp is the most preferred VRS due to its convenience, response immediacy, textual record, and minimal learning efforts. Phone, email, and Zoom are less preferred due to users' perceived embarrassment, formality, and time constraints. The findings demonstrate that VRS is vital in students' different learning stages. It arouses students' interest in learning and information search, allows the exploration of new learning resources, provides a good platform to solve learning problems, and offers efficient and instant help for learning. Unlike previous studies, this study identifies users' perceived impact of VRS on their learning process based on the 5E learning model. It provides important implications and suggestions to improve VRS and staff training to enhance the library's overall reference services. |
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