QUALITY CRITERIA OF ONLINE COURSES DEVELOPMENT FOR FUTURE SPECIALISTS IN LIBRARY, INFORMATION, AND ARCHIVAL STUDIES WITHIN A RESEARCH-BASED LEARNING ENVIRONMENT
DOI:
https://doi.org/10.34142/nc.2026.3.116Keywords:
online education, educational tools, professional training, library, information and archival studies, future specialists, research-based learning, higher education, technical universitiesAbstract
This study theoretically substantiates and empirically verifies quality criteria for designing online courses for future library, information, and archival professionals within an inquiry-based learning framework. The author argues that existing international evaluation rubrics primarily assess technical platform delivery, navigational convenience, and general course structure, and insufficiently reflect the domain-specific demands of information science, where inquiry is the core of professional competence. A mixed-methods research design was implemented, involving 64 undergraduate and graduate students and 18 academic instructors, and combining validated questionnaire surveys, semi-structured interviews, and non-parametric statistical tests (Mann–Whitney U, Spearman's rank correlation, and the Kruskal–Wallis test). Empirical findings reveal statistically significant divergences between stakeholders: students prioritize practical engagement with authentic digital resources, open repositories, and archival databases, while educators emphasize formative feedback mechanisms, pedagogical coherence, and academic integrity. The study proposes a comprehensive three-component quality evaluation framework comprising research-analytical, collaborative-communicative, and digital-organizational dimensions. The research-analytical component emerged as the primary predictor of perceived instructional quality. Validation across 12 university e-learning courses confirmed the discriminative capability of the three-tier grading rubric (basic, proficient, advanced). Only 25% of evaluated courses demonstrated an advanced level, functioning as immersive digital research environments that support the complete scientific inquiry cycle. The developed criteria serve as an instrument for internal academic quality assurance and digital curriculum design.
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