Are online tutorials effective? A comparison of online and classroom library instruction methods

Silver, Susan; Nickel, Lisa

doi:10.1016/j.resstr.2006.12.012

Cited by 91 publications

(58 citation statements)

References 3 publications

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“…al., 2007;Koufogiannakis & Wiebe, 2006;Silver & Nickel, 2005) this preliminary study reaffirmed that exposure to IL instruction, regardless of method of deliveryeither through online modules or face-to-face librarian instruction-increases IL skills of students. Overall, for both groups there was an increase in test scores after online and face-toface instruction.…”

Section: Discussionsupporting

confidence: 52%

“…Bracke and Dickenson (2002) found that "using an assignment-specific Web tutorial in conjunction with an instructor-led, in-class preparatory exercise is an effective method of delivering library instruction to large classes" (p. 335). Silver and Nickel (2005) developed and embedded a multiple module tutorial for a psychology course, which was animated and interactive. Post-tests on material covered, including questions on confidence level and preferred mode of instruction, showed that there was no difference between the tutorial and classroom instruction in terms of quiz results (Silver & Nickel, 2005).…”

Section: Comparisons In Library Instructional Delivery Methodsmentioning

confidence: 99%

“…Silver and Nickel (2005) developed and embedded a multiple module tutorial for a psychology course, which was animated and interactive. Post-tests on material covered, including questions on confidence level and preferred mode of instruction, showed that there was no difference between the tutorial and classroom instruction in terms of quiz results (Silver & Nickel, 2005). Koufogiannakis and Wiebe's (2006) systematic review of 122 unique studies found that instruction provided electronically was just as effective as more traditional instruction.…”

Section: Comparisons In Library Instructional Delivery Methodsmentioning

confidence: 99%

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Assessment of Online Information Literacy Learning Objects For First Year Community College English Composition

Bordignon

Strachan

Peters

et al. 2016

EBLIP

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Objective -The main objective was to determine whether information literacy (IL) learning objects (LOs) impact student IL competency, specifically in a foundational first year English composition course. The primary research question was: What is the effectiveness of IL LOs compared to face-to-face instruction in terms of students' skill acquisition?Methods -The methods involved testing student IL competency through a multiple-choice test given pre-and post-IL intervention. Effectiveness was measured by assessing whether IL competency improves after exposure to one of two interventions: online IL LOs or face-to-face librarian-led workshop. Over two semesters, equal sections of the course were tested for each of these interventions. For the IL LOs group, students first completed a pre-test, then they worked independently through three online IL LOs. The three IL LOs were videos comprised of animation, screen casting, and video capture on these topics: Finding Articles at Seneca Libraries (hereafter referred to as Finding Articles), Finding Articles on Current Issues, and Popular and Scholarly Sources. The students were then given the same test again. For the face-to-face group, the pre-and post-tests were also required for the same number of sections. This study was conducted under institutional ethics approval.Results -Descriptive analysis revealed student test scores increased for both interventions, IL LOs and face-to-face. Test scores increased, on average, between 14 to 37%. In comparing posttests, results revealed a statistically significant difference only with the first topic, Finding Articles. In this case, the IL LOs (video) group outperformed the face-to-face group by at least 10%. No significance, in terms of performance from pre-and post-test scores, was found for the other two topics.Conclusion -Both IL LO and face-to-face library led workshop interventions had a positive impact on students' IL skill acquisition as evidenced by an overall increase in average test Evidence Based Library and Information Practice 2016, 11.2 52 scores. One IL LO on Finding Articles significantly outperformed the face-to-face class equivalent. Further study is needed to track individual student performance.

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Section: Discussionsupporting

confidence: 52%

Section: Comparisons In Library Instructional Delivery Methodsmentioning

confidence: 99%

Section: Comparisons In Library Instructional Delivery Methodsmentioning

confidence: 99%

See 1 more Smart Citation

Assessment of Online Information Literacy Learning Objects For First Year Community College English Composition

Bordignon

Strachan

Peters

et al. 2016

EBLIP

View full text Add to dashboard Cite

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“…Benefits unique to these online resources, such as videos or web-based tutorials, include their ease of use and availability where and when students choose to access them (Silver & Nickel, 2005). Zhang and colleagues conducted a meta-analysis of tutorials and found online and face-to-face instruction to be of generally similar efficacy (Zhang, Watson, & Banfield, 2007).…”

Section: Benefits Of Interactive Online Tutorialsmentioning

confidence: 99%

Student See Versus Student Do: A Comparative Study of Two Online Tutorials

2016

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This study examines the impact on student performance after interactive and noninteractive tutorials using a 2x2 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.

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“…Though many would argue that in-person instruction cannot and should not be entirely replaced by online instruction, a research study by Silver and Nickel (2005) found online tutorials generally proved as effective as classroom instruction, that students' quiz scores and confidence levels were not statistically different depending on the type of instruction, and that the majority of students actually preferred online to classroom instruction. Should we as librarians abandon our traditions of in-person classroom instruction, entirely?…”

Section: Background and Contextmentioning

confidence: 99%

Creating Online Tutorials at Your Libraries

Nixon¹,

Slebodnik²,

Riehle³

2009

Reference &Amp; User Services Quarterly

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As this is the last "Management" column I will be editing, some comments on the articles in this new column are in order. Three years has passed very quickly. During my tenure as column editor, I have looked for a variety of practical articles on how to improve reference services and increase opportunities to teach research strategies to our users. Because I am always looking for ways to gather data that can be used for management decisions, there have been two articles on survey tools. Another recent trend in reference service is to reach out to students where they are, so there have been two articles related to this: one on Web-based FAQs and another on embedded librarians. For this last column I have turned to colleagues at Purdue to discuss the new tutorials we are designing, again with the goal of reaching students when and where it is convenient for them.Marianne Ryan, my colleague, will be the new editor of the column. She comes well qualified, as she has been associate dean of learning at Purdue and is now moving on to be associate university librarian for public services at Northwestern University.-Editor T he use of online tutorials for information literacy instruction is on the rise. Active library-related discussion lists such as ILI-L, the Association of College and Research Libraries' discussion on information literacy and instruction, and LIBREF-L typically feature several questions and surveys related to online tutorials every week. Discussion groups and forums at library conferences consistently offer discussions, programs, and resources about creating online tutorials, and share examples.What is causing the surge of interest in online tutorials? Reasons vary: staff shortages, a desire to provide more pointof-need assistance, and increased distance learning and a growing awareness-particularly in public and academic libraries-of the learning styles of the so-called Millennial Learner, who is said to prefer interactive, technology-based learning experiences. However, one of the main reasons for the trend is that the screen capture software available for tutorial construction has also grown increasingly capable and user-friendly. In this article we will review the software programs that are available, discuss the time and resources needed, and use a set of tutorials developed at Purdue for biology students as an example throughout.bACkGROUnd And COnTExT

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Are online tutorials effective? A comparison of online and classroom library instruction methods

Cited by 91 publications

References 3 publications

Assessment of Online Information Literacy Learning Objects For First Year Community College English Composition

Assessment of Online Information Literacy Learning Objects For First Year Community College English Composition

Student See Versus Student Do: A Comparative Study of Two Online Tutorials

Creating Online Tutorials at Your Libraries

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