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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
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
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  Data: 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.
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  Data: 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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