Literaturnachweis - Detailanzeige
| Autor/inn/en | Stonebraker, Ilana; Robertshaw, M. Brooke; Moss, Jennifer D. |
|---|---|
| Titel | Student See versus Student Do: A Comparative Study of Two Online Tutorials |
| Quelle | In: TechTrends: Linking Research and Practice to Improve Learning, 60 (2016) 2, S.176-182 (7 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 8756-3894 |
| DOI | 10.1007/s11528-016-0026-7 |
| Schlagwörter | Tutorial Programs; Web Based Instruction; Electronic Learning; Academic Achievement; Interactive Video; Tests; Effect Size; Achievement Gains; Undergraduate Students; Business Administration Education; Control Groups; Experimental Groups; Educational Technology; Comparative Analysis |
| Abstract | 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. (As Provided). |
| Anmerkungen | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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