A Web-based Tutorial May Produce the Same Cognitive Outcomes as Face to Face Instruction. A review of: Beile, Penny M. and David N. Boote. “Does the Medium Matter?: A Comparison of a Web-Based Tutorial with Face-to-Face Library Instruction on Education Students’ Self-Efficacy Levels and Learning Outcomes.” Research Strategies 20 (2004): 57-68.
<b>Objective</b> – To determine whether library skills self-efficacy levels and learning outcomes of postgraduate education students varied with different instructional delivery methods, specifically Web-based or face to face. <br><b>Design</b> – Pre- and post-int...
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| Format: | Article |
| Language: | English |
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University of Alberta
2006-06-01
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| Series: | Evidence Based Library and Information Practice |
| Subjects: | |
| Online Access: | http://ejournals.library.ualberta.ca/index.php/EBLIP/article/view/39/112 |
| _version_ | 1818856888740085760 |
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| author | Gill Needham |
| author_facet | Gill Needham |
| author_sort | Gill Needham |
| collection | DOAJ |
| description | <b>Objective</b> – To determine whether library skills self-efficacy levels and learning outcomes of postgraduate education students varied with different instructional delivery methods, specifically Web-based or face to face. <br><b>Design</b> – Pre- and post-intervention survey comparing three groups receiving different types of instruction. <br><b>Setting</b> – Department of Educational Studies at a large U.S. urban university. <br><b>Subjects</b> – Forty-nine masters, doctoral, and certificate-seeking education students enrolled in one of three sections of a research methods course. There were 40 female and 9 male students. <br><b>Methods</b> – Immediately before receiving library instruction, the three student groups were asked to complete a library skills selfefficacy questionnaire, comprising 30 items designed to measure students’ perceptions of their ability to successfully perform library research. They also completed a library skills test, consisting of 20 multiple choice questions, designed to assess conceptual knowledge, knowledge of database searching, and institution-specific knowledge. The intervention groups were: • Group 1 (Sixteen students) – an oncampus class that received a face to face instruction session comprised of a 70-minute demonstration of key library databases followed by an activity that allowed students to practice their skills. • Group 2 (Nineteen students) – an on-campus class that received a Web-based tutorial comprised of four interactive modules, requiring an average 80 minutes to complete. • Group 3 (Nineteen students) - a Web-based class that received the same Web-based tutorial as Group 2. The survey and test were repeated six weeks after the instruction. <br><b>Main results</b> – Both self‐efficacy scores and library skills test scores increased for all three groups post‐intervention. Average self-efficacy levels increased from a mean of 68.88 (SD=19.92) to a mean of 91.90 (SD=16.24); library skills scores increased from an average score of 58.78 (SD=13.80) to an average of 73.16 (SD=12.65). There was no statistically significant difference between the post-intervention scores of the three groups on the library skills test. However, the Web-based students in Group 3 showed a statistically significant greater increase in self‐efficacy score (78.86 to 102.36) when compared with Group 2 participants (64.74 to 83.68). <br><b>Conclusion</b> – The study provides evidence that library instruction is effective in increasing both skill levels and self-efficacy levels. It does not give a clear indication of the relative value of different modes of delivery, but it does support the contention that Web-based tutorials are at least as effective as face to face sessions. |
| first_indexed | 2024-12-19T08:31:39Z |
| format | Article |
| id | doaj.art-1e1d090ef73145e2b4a6eb4c95a10ed7 |
| institution | Directory Open Access Journal |
| issn | 1715-720X |
| language | English |
| last_indexed | 2024-12-19T08:31:39Z |
| publishDate | 2006-06-01 |
| publisher | University of Alberta |
| record_format | Article |
| series | Evidence Based Library and Information Practice |
| spelling | doaj.art-1e1d090ef73145e2b4a6eb4c95a10ed72022-12-21T20:29:09ZengUniversity of AlbertaEvidence Based Library and Information Practice1715-720X2006-06-01123032A Web-based Tutorial May Produce the Same Cognitive Outcomes as Face to Face Instruction. A review of: Beile, Penny M. and David N. Boote. “Does the Medium Matter?: A Comparison of a Web-Based Tutorial with Face-to-Face Library Instruction on Education Students’ Self-Efficacy Levels and Learning Outcomes.” Research Strategies 20 (2004): 57-68.Gill Needham<b>Objective</b> – To determine whether library skills self-efficacy levels and learning outcomes of postgraduate education students varied with different instructional delivery methods, specifically Web-based or face to face. <br><b>Design</b> – Pre- and post-intervention survey comparing three groups receiving different types of instruction. <br><b>Setting</b> – Department of Educational Studies at a large U.S. urban university. <br><b>Subjects</b> – Forty-nine masters, doctoral, and certificate-seeking education students enrolled in one of three sections of a research methods course. There were 40 female and 9 male students. <br><b>Methods</b> – Immediately before receiving library instruction, the three student groups were asked to complete a library skills selfefficacy questionnaire, comprising 30 items designed to measure students’ perceptions of their ability to successfully perform library research. They also completed a library skills test, consisting of 20 multiple choice questions, designed to assess conceptual knowledge, knowledge of database searching, and institution-specific knowledge. The intervention groups were: • Group 1 (Sixteen students) – an oncampus class that received a face to face instruction session comprised of a 70-minute demonstration of key library databases followed by an activity that allowed students to practice their skills. • Group 2 (Nineteen students) – an on-campus class that received a Web-based tutorial comprised of four interactive modules, requiring an average 80 minutes to complete. • Group 3 (Nineteen students) - a Web-based class that received the same Web-based tutorial as Group 2. The survey and test were repeated six weeks after the instruction. <br><b>Main results</b> – Both self‐efficacy scores and library skills test scores increased for all three groups post‐intervention. Average self-efficacy levels increased from a mean of 68.88 (SD=19.92) to a mean of 91.90 (SD=16.24); library skills scores increased from an average score of 58.78 (SD=13.80) to an average of 73.16 (SD=12.65). There was no statistically significant difference between the post-intervention scores of the three groups on the library skills test. However, the Web-based students in Group 3 showed a statistically significant greater increase in self‐efficacy score (78.86 to 102.36) when compared with Group 2 participants (64.74 to 83.68). <br><b>Conclusion</b> – The study provides evidence that library instruction is effective in increasing both skill levels and self-efficacy levels. It does not give a clear indication of the relative value of different modes of delivery, but it does support the contention that Web-based tutorials are at least as effective as face to face sessions.http://ejournals.library.ualberta.ca/index.php/EBLIP/article/view/39/112Bibliographic InstructionInternetLearning |
| spellingShingle | Gill Needham A Web-based Tutorial May Produce the Same Cognitive Outcomes as Face to Face Instruction. A review of: Beile, Penny M. and David N. Boote. “Does the Medium Matter?: A Comparison of a Web-Based Tutorial with Face-to-Face Library Instruction on Education Students’ Self-Efficacy Levels and Learning Outcomes.” Research Strategies 20 (2004): 57-68. Evidence Based Library and Information Practice Bibliographic Instruction Internet Learning |
| title | A Web-based Tutorial May Produce the Same Cognitive Outcomes as Face to Face Instruction. A review of: Beile, Penny M. and David N. Boote. “Does the Medium Matter?: A Comparison of a Web-Based Tutorial with Face-to-Face Library Instruction on Education Students’ Self-Efficacy Levels and Learning Outcomes.” Research Strategies 20 (2004): 57-68. |
| title_full | A Web-based Tutorial May Produce the Same Cognitive Outcomes as Face to Face Instruction. A review of: Beile, Penny M. and David N. Boote. “Does the Medium Matter?: A Comparison of a Web-Based Tutorial with Face-to-Face Library Instruction on Education Students’ Self-Efficacy Levels and Learning Outcomes.” Research Strategies 20 (2004): 57-68. |
| title_fullStr | A Web-based Tutorial May Produce the Same Cognitive Outcomes as Face to Face Instruction. A review of: Beile, Penny M. and David N. Boote. “Does the Medium Matter?: A Comparison of a Web-Based Tutorial with Face-to-Face Library Instruction on Education Students’ Self-Efficacy Levels and Learning Outcomes.” Research Strategies 20 (2004): 57-68. |
| title_full_unstemmed | A Web-based Tutorial May Produce the Same Cognitive Outcomes as Face to Face Instruction. A review of: Beile, Penny M. and David N. Boote. “Does the Medium Matter?: A Comparison of a Web-Based Tutorial with Face-to-Face Library Instruction on Education Students’ Self-Efficacy Levels and Learning Outcomes.” Research Strategies 20 (2004): 57-68. |
| title_short | A Web-based Tutorial May Produce the Same Cognitive Outcomes as Face to Face Instruction. A review of: Beile, Penny M. and David N. Boote. “Does the Medium Matter?: A Comparison of a Web-Based Tutorial with Face-to-Face Library Instruction on Education Students’ Self-Efficacy Levels and Learning Outcomes.” Research Strategies 20 (2004): 57-68. |
| title_sort | web based tutorial may produce the same cognitive outcomes as face to face instruction a review of beile penny m and david n boote does the medium matter a comparison of a web based tutorial with face to face library instruction on education students self efficacy levels and learning outcomes research strategies 20 2004 57 68 |
| topic | Bibliographic Instruction Internet Learning |
| url | http://ejournals.library.ualberta.ca/index.php/EBLIP/article/view/39/112 |
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