Selecting information products and services to embed in a virtual learning environment to support engineering undergraduates in a blended learning context

Purpose: The purpose of this study was to understand what role undergraduate third- and fourth-year students expect librarians to play in an online learning environment and to determine what information products, training and other services the students expected librarians to embed. Design/methodology/approach: This case study used a convergent parallel mixed methods design. Data were collected from both students and lecturers. An online questionnaire was used to collect mainly quantitative data from the undergraduates while a semi-structured interview schedule was used for in-depth discussions with lecturers. Findings: Contrary to what was expected, engineering students regarded access to an embedded librarian as important. Lecturers prefer that a separate, mandatory module is created and embedded in the learning environment. Product and service expectations were not surprising, but there are gaps to fill when it comes to training needs. Research limitations/implications: The research sample was small and therefore generalizations are not advisable. Originality/value: The research holds value to stakeholders involved in the teaching and learning of engineering subjects. Librarians embarking on the process of embedding their services online should also find the results useful.