SusannWhat makes off-campus and online students “elusive”?
SusannHow did we get here? 3 things happening around the same time: Move to more online & hybrid classes: working with Elaine Starko ILS Task Force (more on next slide) Web Site Revision: previous web site was dated (2001) wordy and somewhat unorganized
SusannILS Task Force started in March 2009Two different philosophiesExtended Programs: focus on service, giving students what they wantLibrary: focus on instruction, long term vision toward developing life-long learnersTook time and a lot of communication
Web Site Revision group worked with the Integrated Library Services groupAvoid duplication of content and effort:Previously, there was information for Extended Programs students in several locations: the library web site, Extended Programs web site, and also in the EMU Online Course Management System, in a separate “course”Because these sites were maintained by different people and the library didn’t have direct control over all of them, over the years the sites evolved and developed a lot of inconsistencies, out of date information in some locations, and so forth.Present information on the library web site, and link from other sites.Use language that is easy to understand:Usability testing early in the design.Content – got input from faculty and staff involved, and also had a student intern working on web site content. She was a communications major but didn’t have a library background before working on this project. This helped to be sure we were communicating clearly with the students using this information.
Result – present information on Services, “how to” informationGuides, tutorials, other helpResearch resources
Quick overview of what is to come – selected data. There is much more!
How to identify Extended Programs students? No way to do this accurately. Some students take only online courses, or only off-campus courses, but many enroll in some combination of these and on-campus classes. Even if we knew who they are, we can’t track individual’s use. Segmented web site visitors based on geographic location (using Advanced Segments) Local = YpsilantiNon-Local = Not YpsilantiWhy not I.P. address? At first, because didn’t set up I.P. filters at the beginning of the tracking period; I.P. address filtering needs to be done as data is being collected. Advanced Segments can be defined and applied at any time, and used to look at data retroactively.Also, using the local area seems to be a more useful separation than strict on-campus/off-campus computer. Our definition of “Local” includes all users who are physically close to the library: students in apartments located just off-campus, faculty and staff who live in the neighborhood just a block from the library. So for the purposes of this case study, we stuck with this Local/Non-local distinction.Implications: A significant amount of our web-site use is not local.
First week shown – spring break. During break and weekends, there is more non-local traffic.Dates indicated (May 1, May 8, etc.) are Mondays – peaks of all traffic, and particularly local traffic.Non-local visits are more consistent. Local varies more throughout the week, connected to the Monday-Friday work week. Many of our residential students also leave the campus area on weekends.
A little bit tricky to find in Google Analytics.Again, there is more consistency in non-local use – slight peak between 8-9pm, while local use is tied more to the business day. While all use is quite low after midnight, does show that the 6-10pm is particularly important for non-local users.Implications of these weekly and daily patterns: library support for off-campus students is important at all times, but weekends and evenings it is possibly more important than support for in-person use of the library. We can provide this support through clear information on how to contact us and get help, and 24/7 virtual reference. (Through OCLC’s Academic 24/7 Cooperative.)This data can be useful in budget discussions, such as to justify the cost of evening and weekend or 24/7 online research help.
[Selected] Direct Traffic: visitors that come from a link on another web site (not traffic that resulted from web searches)EPEO – Extended ProgramsImplications:The my.emich portal is an important source of traffic - (14% of all visits) - efforts to enhance the library’s presence on this site could help guide Extended Programs students to library resources and service.EMU Online course management system directs little traffic to the library (< 1% of all visits.) We obviously need to focus on working with faculty and CMS administrators to provide students with easy access to library resources and services from their course shells.In some cases, traffic tends to go in one direction: for example, while the library Research Guides are not a large source of traffic to the library web site, the library web site is the source of 33% of all traffic to the guides.
Look at the Local/Non-local segments for these sources of traffic. Further identifies the EMU Online Course Management System and my.emich as important partners for directing off-campus students to library resources.EPEO – Extended Programs & Educational Outreach – mostly internal, more of a marketing site.
Page Views:Database help guides, Research guides: more non-local views. Users who are physically distant are looking for more guidance?Video tutorials: We have added more in the past semester, use is increasing: 513 views from the library web site, 780 on YouTube.Susann: use of Camtasia videos by students in Education class
Show as a proportion of use – Only databases, research guides, overall help pages have high enough use to register.Others were insignificant % of use. Fairly similar to all (local + non-local) useNon-local Page views:Entire site: 419,748Databases: 122,713Database Help: 175EPEO pages: 660Research Guides: 24,783Help pages: 13,977
Ongoing issues and areas of improvementNew online learning librarian – join Integrated Library Services Task ForceWeb site revisions – improving web site, guide students more directly to services for Extended Programs students, improve point-of-need linking of guides and tutorialsResearch Guides – heavily used by off-campus students; keep in mind during migration. Use new guide format as a promotional opportunityCampus moving to one CMS – less daunting task to work on integrating default links to library in course shellsAll of this will require continuing to communicate with faculty, staff, students, and continue to build relationshipsOngoing Assessment with Google Analytics, and other forms of assessment
Tracking the Elusive Student: Opportunities for Connection and Assessment Sara Memmott Susann deVries Eastern Michigan University Fourteenth Off-Campus Library Services Conference Cleveland, Ohio, April 28, 2010 http://www.slideshare.net/smemmott
Tracking the Elusive Student Library Services for Extended (Online & Off-Campus) Students at EMU Communication Selecting & Organizing Information Service information Resources information Instructional information Analysis using Google Analytics Site Visitors Traffic Sources Selected Content Conclusion
Online Library Services Online and hybrid classes Integrated Library Services Task Force Web Site Revision Team
Silos of Information Extended Programs and Educational Outreach (EPEO) Bruce T. Halle Library Service Information Resources Instruction Integrated Library Services Task Force
Library Web Site Revision Web Site Task Force began January 2008 New site debuted August 2009 http://www.emich.edu/library/ Goals included: Avoid duplication of content and effort Use language that is easy to understand
Extended Programs Students & the Library Web Site Who is using the site? Site Visitors: On and Off-Campus patterns of use How do users get to our site? Sources of web site traffic How often is relevant content being used? Research content and information on library services
Continuing & Future Areas of Focus New Online Learning Librarian Web Site Revisions Migrating Research Guides to LibGuides Campus moving to one CMS (currently three) Continue to build relationships Extended Programs Faculty Assessment
Questions? Sara Memmott, firstname.lastname@example.org Susann deVries, email@example.com http://www.slideshare.net/smemmott
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References - 2 Google. How do I manually track clicks on outbound links? Retrieved December 11, 2009, from http://www.google.com/support/googleanalytics/bin/answer.py?hl=en&answer=55527 Google. How do I track files (such as PDF, AVI, or WMV) that are downloaded from my site? Retrieved December 11, 2009, from http://www.google.com/support/googleanalytics/bin/answer.py?hl=en&answer=55529 Khoo, M., Pagano, J., Washington, A. L., Recker, M., Palmer, B., & Donahue, R. A. (2008). Using web metrics to analyze digital libraries. Proceedings of the 8th ACM/IEEE-CS Joint Conference on Digital Libraries, Pittsburgh, PA, USA. 375-384. doi:10.1145/1378889.1378956 Kilzer, R. D. (2008). Using Google Analytics in the proprietary OPAC [PDF document]. Retrieved from http://hdl.handle.net/1811/31951 Ledford, J., & Tyler, M. E. (2007). Google Analytics 2.0. Indianpolis, IN: Wiley.