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
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| Title: | 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 |
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| Language: | English |
| Authors: | Beile, Penny M., Boote, David N. |
| Source: | Research Strategies. 2004 20(1-2):57-68. |
| Availability: | Elsevier Customer Service Department, 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126 (Toll Free); Fax: 407-363-1354; e-mail: usjcs@elsevier.com. |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2004 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Internet, Self Efficacy, Library Skills, Library Instruction, Comparative Analysis, Web Based Instruction, College Students, College Libraries, Teaching Methods |
| DOI: | 10.1016/j.resstr.2005.07.002 |
| ISSN: | 0734-3310 |
| Abstract: | This study explored if students' library skills self-efficacy levels and learning outcomes varied based on instructional delivery mode. Groups consisted of an on-campus class with face-to-face instruction, an on-campus class with a Web-based library tutorial, and a Web-based class with a Web-based tutorial. Data were collected immediately prior to instruction and again 6 weeks after. Analysis indicated self-efficacy levels and learning outcomes significantly increased across all groups after instruction. Groups varied significantly on final self-efficacy levels, but not on final library skills scores. Results are discussed as they relate to the viability of Web-based tutorials for library instruction. |
| Abstractor: | Author |
| Entry Date: | 2005 |
| Accession Number: | EJ724471 |
| Database: | ERIC |
| Abstract: | This study explored if students' library skills self-efficacy levels and learning outcomes varied based on instructional delivery mode. Groups consisted of an on-campus class with face-to-face instruction, an on-campus class with a Web-based library tutorial, and a Web-based class with a Web-based tutorial. Data were collected immediately prior to instruction and again 6 weeks after. Analysis indicated self-efficacy levels and learning outcomes significantly increased across all groups after instruction. Groups varied significantly on final self-efficacy levels, but not on final library skills scores. Results are discussed as they relate to the viability of Web-based tutorials for library instruction. |
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| ISSN: | 0734-3310 |
| DOI: | 10.1016/j.resstr.2005.07.002 |
