Video and HTML: Testing Online Tutorial Formats with Biology Students
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ERIC Institute of Education Sciences
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| Format: | Recurso educativo Open Access |
| Sprache: | en |
| Veröffentlicht: |
2013
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| _version_ | 1867181837718126592 |
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| author | Craig, Cindy L. Friehs, Curt G. |
| author_facet | Craig, Cindy L. Friehs, Curt G. Craig, Cindy L. Friehs, Curt G. |
| collection | Education Resources Information Center |
| contents | Video and HTML: Testing Online Tutorial Formats with Biology Students Craig, Cindy L. Friehs, Curt G. Information Literacy Online Searching Animation Comparative Analysis Undergraduate Study College Science Biology Databases Video Technology Teaching Methods Interactive Video Lecture Method Surveys Tests Self Esteem Competence Search Strategies Library Skills Tutorial Programs This study compared two common types of online information literacy tutorials: a streaming media tutorial using animation and narration and a text-based tutorial with static images. Nine sections of an undergraduate biology lab class (234 students total) were instructed by a librarian on how to use the BIOSIS Previews database. Three sections watched a brief video tutorial, three sections used an interactive HTML tutorial, and three sections received live instruction only. The content of instruction was the same across all nine sections. Immediately after instruction, each class was encouraged to complete a brief survey and quiz. One hundred and fifty-four students completed the survey and quiz. In all three conditions, students reported feeling more confident searching the BIOSIS Previews database after instruction. However, the increase in confidence was less for the HTML group. The students who watched the video tutorial scored higher on all five quiz questions than the other two groups. Comparing the HTML and video groups, the difference in scores was statistically significant (p < 0.05) for questions 1, 2, and 5. Students may learn more from video tutorials than tutorials that use static Web pages. Also, interactivity in tutorials may not necessarily enhance learning. |
| format | Recurso educativo Open Access |
| id | eric_EJ1035127 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2013 |
| record_format | eric |
| spellingShingle | Video and HTML: Testing Online Tutorial Formats with Biology Students Craig, Cindy L. Friehs, Curt G. Information Literacy Online Searching Animation Comparative Analysis Undergraduate Study College Science Biology Databases Video Technology Teaching Methods Interactive Video Lecture Method Surveys Tests Self Esteem Competence Search Strategies Library Skills Tutorial Programs Video and HTML: Testing Online Tutorial Formats with Biology Students Craig, Cindy L. Friehs, Curt G. Information Literacy Online Searching Animation Comparative Analysis Undergraduate Study College Science Biology Databases Video Technology Teaching Methods Interactive Video Lecture Method Surveys Tests Self Esteem Competence Search Strategies Library Skills Tutorial Programs This study compared two common types of online information literacy tutorials: a streaming media tutorial using animation and narration and a text-based tutorial with static images. Nine sections of an undergraduate biology lab class (234 students total) were instructed by a librarian on how to use the BIOSIS Previews database. Three sections watched a brief video tutorial, three sections used an interactive HTML tutorial, and three sections received live instruction only. The content of instruction was the same across all nine sections. Immediately after instruction, each class was encouraged to complete a brief survey and quiz. One hundred and fifty-four students completed the survey and quiz. In all three conditions, students reported feeling more confident searching the BIOSIS Previews database after instruction. However, the increase in confidence was less for the HTML group. The students who watched the video tutorial scored higher on all five quiz questions than the other two groups. Comparing the HTML and video groups, the difference in scores was statistically significant (p < 0.05) for questions 1, 2, and 5. Students may learn more from video tutorials than tutorials that use static Web pages. Also, interactivity in tutorials may not necessarily enhance learning. |
| title | Video and HTML: Testing Online Tutorial Formats with Biology Students |
| topic | Information Literacy Online Searching Animation Comparative Analysis Undergraduate Study College Science Biology Databases Video Technology Teaching Methods Interactive Video Lecture Method Surveys Tests Self Esteem Competence Search Strategies Library Skills Tutorial Programs |
| url | https://eric.ed.gov/?id=EJ1035127 |