Student See Versus Student Do: A Comparative Study of Two Online Tutorials
This study examines the impact on student performance after interactive and non-interactive tutorials using a 2 × 2 treatment-control design. In an undergraduate management course, a control group watched a video tutorial while the treatment group received the same content using a dynamic tutorial. Both groups received the same quiz questions. Using effect size to determine magnitude of change, it was found that those in the treatment condition performed better than those in the control condition. Students were able to take the quiz up to two times. When examining for change in performance from attempt one to attempt two, the treatment group showed a greater magnitude of change. Students who consistently performed lowest on the quizzes outperformed all students in learning gains.
KeywordsInformation literacy Guide on the side Online tutorials Instructional technology Screencasts
- Allen, E.I., & Seaman, J. (2011). Going the distance online education in the United States, 2011. Babson Research Group. Retrieved July 16, 2014, from http://www.onlinelearningsurvey.com/reports/goingthedistance.pdf.
- Bandura, A. (1977). Social learning theory. Englewood Cliffs: Prentice-Hall.Google Scholar
- Coe, R. (2002). It’s the effect size, stupid: what effect size is and why it is important. Paper presented at the Annual Conference of the British Educational Research Association. England: University of Exeter. Available from http://www.leeds.ac.uk/educol/documents/00002182.htm.Google Scholar
- Cohen, J., Cohen, P., West, S., & Aiken, L. (2002). Applied multiple regression/correlation analysis for the behavioral sciences (3rd ed.). Florence: Routledge.Google Scholar
- Li, Q., & Edmonds, K. A. (2005). Mathematics and at-risk adult learners: would technology help? Journal of Research on Technology in Education (International Society for Technology in Education), 38(2), 143–166.Google Scholar
- Pedhazur, E., & Schmelkin, L. (1991). Measurement, design, and analysis: an integrated approach. Florence: Psychology Press.Google Scholar
- Thomas, J., & Gosling, C. (2009). An evaluation of the use of “Guides at the Side” web-based learning activities to equip students in health sciences and nursing with information literacy skills. New Review of Academic Librarianship, 15(2), 173–186. doi:10.1080/13614530903240486.CrossRefGoogle Scholar