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Article
Publication date: 13 February 2009

Assessing the TIP online information literacy tutorial

Bryan Tronstad, Lori Phillips, Jenny Garcia and Mary Ann Harlow

The purpose of this paper is to report on the results of a study that assessed whether students learned information literacy concepts after taking the interactive online…

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Abstract

Purpose

The purpose of this paper is to report on the results of a study that assessed whether students learned information literacy concepts after taking the interactive online Tutorial for Information Power (TIP).

Design/methodology/approach

The methodology and design involved a pre‐ and post‐test assessment of students who completed an online tutorial.

Findings

Students who spent more time working through the tutorial had a statistically significant increase from their post‐test to their pre‐test scores.

Research limitations/implications

Statistically significant results reported from this study are of interest to the educational community involved with the teaching and assessment of information literacy.

Practical implications

This study offers a successful model for evaluating student learning from an online tutorial.

Originality/value

This study is one of the few in the literature addressing the assessment of information literacy and online tutorials.

Details

Reference Services Review, vol. 37 no. 1
Type: Research Article
DOI: https://doi.org/10.1108/00907320910934995
ISSN: 0090-7324

Keywords

  • Academic libraries
  • Assessment
  • Information literacy
  • Tutorials

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Article
Publication date: 1 January 2001

Determining the Relationship Between Attendance and Performance in Accounting Education

Ratnam Alagiah, Debbie Delaney and Lisa McManus

This study provides some empirical evidence of the relationship between face‐to‐face contact for accounting students by comparing their performance with their attendance…

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Abstract

This study provides some empirical evidence of the relationship between face‐to‐face contact for accounting students by comparing their performance with their attendance at tutorials. Previous research has shown that there was no significant difference in the performance of students, measured by their results, between students who attended tutorials and lectures with those who did not. Internal students who had face‐to‐face contact outscored those who did not attend lectures and tutorials. This suggests that attendance does explain performance. Consistent with previous studies, we posit that students who attended tutorials have a greater possibility of scoring a higher mean average grade than those who did not attend tutorials. We hypothesise that attendance at tutorials is useful and is conducive to better learning in accounting at the undergraduate levels. With debate about converting all accounting undergraduate courses into the flexible mode over the horizon, this study provides some empirical evidence to accounting students, accounting academics and university administrators as to the suitability of learning and teaching modes in accounting at the undergraduate level.

Details

Asian Review of Accounting, vol. 9 no. 1
Type: Research Article
DOI: https://doi.org/10.1108/eb060739
ISSN: 1321-7348

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Article
Publication date: 1 October 2006

Using interactive technology to teach information literacy concepts to undergraduate students

Annie Armstrong and Helen Georgas

The purpose of the paper is to measure the effectiveness of a highly interactive animated tutorial that aims to teach basic information literacy concepts to undergraduates…

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Abstract

Purpose

The purpose of the paper is to measure the effectiveness of a highly interactive animated tutorial that aims to teach basic information literacy concepts to undergraduates and to determine which factors enhance online learning.

Design/methodology/approach

The tutorial was evaluated using 30 undergraduate students. Each test consisted of a pre‐tutorial questionnaire and a post‐tutorial questionnaire.

Findings

Data from the evaluative testing of the tutorial shows that the tutorial is effective in imparting information literacy concepts to undergraduate students. Students responded positively to the interactivity and game‐like nature of the tutorial.

Originality/value

The high degree of interactivity and the game‐like quality of the tutorial are key factors in its success. Thus, developers should aim to incorporate these elements into future online tutorials for undergraduate students.

Details

Reference Services Review, vol. 34 no. 4
Type: Research Article
DOI: https://doi.org/10.1108/00907320610716396
ISSN: 0090-7324

Keywords

  • Interactive devices
  • Tutorials
  • Action learning
  • Library instruction
  • Information literacy

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Article
Publication date: 1 June 2005

Elements of active learning in the online tutorials of ARL members

Paul L. Hrycaj

The purpose of this paper is to determine the extent of the use of active learning in the online tutorials of members of the Association of Research Libraries (ARL) and to…

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Abstract

Purpose

The purpose of this paper is to determine the extent of the use of active learning in the online tutorials of members of the Association of Research Libraries (ARL) and to compare these results with those found in a similar study done in 1999 by Nancy Dewald, and also to determine what major types of active learning these sites offer.

Design/methodology/approach

The focus of the study in this paper was on “stand‐alone” library skills tutorials, as opposed to those tutorials that need to be used in conjunction with an in‐person course in order to be effective. After defining what counts as a “tutorial” and “active learning”, ARL sites were reviewed to determine whether they employ elements of active learning.

Findings

This study found that the percentage of ARL tutorials that employ active learning is significantly greater than the percentage of such tutorials in Dewald's study. Also, some categories of the methods of active learning employed in these tutorials are determined and examples for each category are provided.

Research limitations/implications

Because web page content is fluid and open to frequent changes, the findings of this study may not be accurate by the time of publication.

Originality/value

This paper updates and expands on (by focusing on ARL members) the findings of Dewald's original study of online tutorials. Also, the categories of active learning discussed and the examples of these provided can offer some aid to libraries that wish to add to or expand the use of active learning in their online tutorials.

Details

Reference Services Review, vol. 33 no. 2
Type: Research Article
DOI: https://doi.org/10.1108/00907320510597417
ISSN: 0090-7324

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Article
Publication date: 1 March 2000

FALCON: an interactive library instruction tutorial

Stefanie Dennis and Kelly Broughton

Bowling Green State University Jerome Library’s Web tutorial, FALCON, models a standard library instructional session on the use of the library’s Web‐based catalog…

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Abstract

Bowling Green State University Jerome Library’s Web tutorial, FALCON, models a standard library instructional session on the use of the library’s Web‐based catalog. Tutorials can be particularly helpful in reaching large numbers of students. The degree of interactivity and the design of a tutorial are dependent on the goals of its creators and the intended audience of the product. Several features make FALCON unique. It is interactive, self‐contained and focuses on a single resource. Interactivity is accomplished without scripts or forms. The tutorial’s self‐containment, achieved with a complex system of files and without a live catalog connection, enables users to learn how to search the catalog at their own pace, at a time or place of their choosing and without the threat of venturing into cyberspace. Future enhancements to the tutorial will include assessment and evaluation materials.

Details

Reference Services Review, vol. 28 no. 1
Type: Research Article
DOI: https://doi.org/10.1108/00907320010313768
ISSN: 0090-7324

Keywords

  • Academic libraries
  • Education and training
  • Library services
  • World Wide Web

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Article
Publication date: 1 April 2005

Tackling student referencing errors through an online tutorial

Margaret Kendall

To evaluate the impact of an interactive online tutorial aiming to improve student citing and referencing practice.

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Abstract

Purpose

To evaluate the impact of an interactive online tutorial aiming to improve student citing and referencing practice.

Design/methodology/approach

Action research involving three cycles of activity: identification of the most frequently occurring errors made by new undergraduates and postgraduates following instruction in citing and reference practice given in the autumn of 2002; creation of the tutorial for use by the same students in spring 2003, with the quizzes contributing to a portfolio assessment for the undergraduates. Comparison of the students’ performance before and after using the tutorial, monitoring through WebCT tracking facilities and usability tests with dyslexic students; adoption of the tutorial as the standard departmental practice, repeating the monitoring activities to compare the results with the previous year.

Findings

The results of the first cycle of activity showed a high number of errors, despite the instruction received by students, and the need to start the tutorial at an unanticipated basic level. The students responded positively to the tutorial and some improvements in practice were identified, although the tracking facilities revealed limited use by some undergraduates. Comparison of the errors made in 2003‐2004 with those of 2002‐2003 showed improvements all round.

Research limitations/implications

Some of the improvements may be accounted for by the change of practice part way through the previous academic year and other interventions.

Originality/value

The methods used will inform others wishing to carry out and evaluate online learning initiatives. It shows a qualified success in the use of online learning for this purpose.

Details

Aslib Proceedings, vol. 57 no. 2
Type: Research Article
DOI: https://doi.org/10.1108/00012530510589100
ISSN: 0001-253X

Keywords

  • Computer based learning
  • Interactive terminals
  • Project evaluation
  • Referencing

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Article
Publication date: 11 May 2012

Student preference for tutorial design: a usability study

Lori S. Mestre

This article aims to report on a usability study to assess whether students performed better after working through a screencast library tutorial or a web‐based tutorial…

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Abstract

Purpose

This article aims to report on a usability study to assess whether students performed better after working through a screencast library tutorial or a web‐based tutorial with screenshots.

Design/methodology/approach

This qualitative study asked 21 students from diverse backgrounds and learning styles to take two learning style inventories prior to a usability study. The students then went through two short tutorials (a static web page tutorial with screenshots and a Camtasia screencast (video) tutorial, as well as a pre‐ and post‐test and debriefing for each. The “think aloud” protocol was used as their movements and voices were recorded using the Camtasia software.

Findings

The results of this study indicate that across all learning preferences students performed much better in recreating tasks when they used a static web page with screen shots than they did after viewing a screencasting tutorial.

Practical implications

Suggestions are offered for ways to create tutorials that are effective for multiple learning styles that will fit into a student's workflow.

Originality/value

Results of this study may help inform other librarians in ways to effectively design tutorials and learning objects to meet student needs.

Details

Reference Services Review, vol. 40 no. 2
Type: Research Article
DOI: https://doi.org/10.1108/00907321211228318
ISSN: 0090-7324

Keywords

  • Tutorials
  • Library instruction
  • Online learning
  • Diversity
  • User studies
  • Learning styles

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Article
Publication date: 8 August 2016

Using the instructional design process in tutorial development

Terri Artemchik

This paper aims to explore innovative ways to integrate business information literacy and database instruction into courses that require in-depth research.

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Abstract

Purpose

This paper aims to explore innovative ways to integrate business information literacy and database instruction into courses that require in-depth research.

Design/methodology/approach

This paper outlines the use of the instructional design process to effectively develop specialized Guide on the Side (GotS) tutorials for upper-level business students.

Findings

Students valued the interactive nature of the GotS tutorials and appreciated that the instruction was at point of need.

Research limitations/implications

This paper describes one librarian’s journey of creating interactive tutorials with the instructional design process. It is a starting point for other academic librarians looking to embed tutorials in courses.

Originality/value

GotS is an interactive tutorial software and librarians are looking for effective ways to incorporate online tutorials into their information literacy instruction.

Details

Reference Services Review, vol. 44 no. 3
Type: Research Article
DOI: https://doi.org/10.1108/RSR-12-2015-0050
ISSN: 0090-7324

Keywords

  • Academic libraries
  • Librarianship
  • Library instruction
  • Distance learning
  • Information literacy
  • Instructional design

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Article
Publication date: 26 September 2008

Captivating Open University students with online literature search tutorials created using screen capture software

Tim Wales and Penny Robertson

The aim of this paper is to share the experiences and challenges faced by the Open University Library (OUL) in using screen capture software to develop online literature…

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Abstract

Purpose

The aim of this paper is to share the experiences and challenges faced by the Open University Library (OUL) in using screen capture software to develop online literature search tutorials.

Design/methodology/approach

A summary of information literacy support at the OUL is provided as background information to explain the decision to experiment with screen capture software with particular subjects. A detailed consideration of the design, development and implementation stages of a literature search tutorial in information and communication technology is given before a critical appraisal of the problems encountered.

Findings

The paper highlights the challenges in writing and designing self‐guided online learning materials in a subject context. It considers the strengths and weaknesses of the particular screen capture software used, especially with regard to accessibility.

Practical implications

The paper is of interest not only to other academic libraries, but also any organisation seeking to publish online help or learning materials for different audiences.

Originality/value

This paper is the first to document the use of screen capture software for information literacy purposes in a UK academic library and distance‐learning context.

Details

Program, vol. 42 no. 4
Type: Research Article
DOI: https://doi.org/10.1108/00330330810912052
ISSN: 0033-0337

Keywords

  • Information literacy
  • Academic libraries
  • Distance learning
  • Software tools

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Article
Publication date: 10 February 2012

Empowered library eLearning: Capturing assessment and reporting with ease, efficiency, and effectiveness

George Germek

The purpose of this paper is to provide librarians with an alternative method to capture assessment from information literacy tutorials and produce reporting without the…

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Abstract

Purpose

The purpose of this paper is to provide librarians with an alternative method to capture assessment from information literacy tutorials and produce reporting without the need of conventional learning management systems (LMS).

Design/methodology/approach

This study captures the procedure by which Monmouth University Library used its Association of College and Research Libraries Peer‐reviewed Instructional Materials Online (ACRL PRIMO)‐awarded plagiarism prevention tutorial to assess Adobe Connect's ability to function as a library‐based, librarian friendly LMS.

Findings

Both Adobe Captivate and Connect are effective tools that produce and report high quality data which can be shared with academic departments to build strong relationships and further information literacy initiatives. Adobe Captivate tutorials are easily developed and highly customizable; librarians can modify their work and publish updated learning tutorials instantaneously without LMS administrator involvement due to Adobe Connect's ability to function as an LMS.

Research limitations/implications

Although this study is limited to data captured from 1,600 users of the library's plagiarism prevention tutorial, it suggests that success may be reproduced with any online information literacy effort where assessment is required.

Practical implications

Practical implications consider how small college libraries can capture assessment without assistance from information technology departments.

Social implications

This work helps students avoid plagiarism, a serious epidemic in college libraries.

Originality/value

This review introduces alternative ways in which assessment and reporting may be achieved without conventional LMS.

Details

Reference Services Review, vol. 40 no. 1
Type: Research Article
DOI: https://doi.org/10.1108/00907321211203658
ISSN: 0090-7324

Keywords

  • Assessment
  • Case studies
  • Library studies
  • Responsibilities
  • Information literacy
  • Tutorials

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