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

A review of: Beile, Penny M. and David N. Boote. “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.” Research Strategies 20 (2004): 57-68. Objective – To determine whether library skills self-efficacy levels and learning outcomes of postgraduate education students varied with different instructional delivery methods, specifically Web-based or face to face. Design – Pre- and post-intervention survey comparing three groups receiving different types of instruction. Setting – Department of Educational Studies at a large U.S. urban university. Subjects – Forty-nine masters, doctoral, and certificate-seeking education students enrolled in one of three sections of a research methods course. There were 40 female and 9 male students. Methods – Immediately before receiving library instruction, the three student groups were asked to complete a library skills self-efficacy questionnaire, comprising 30 items designed to measure students’ perceptions of their ability to successfully perform library research. They also completed a library skills test, consisting of 20 multiple choice questions, designed to assess conceptual knowledge, knowledge of database searching, and institution-specific knowledge. The intervention groups were: Group 1 (Sixteen students) – an on-campus class that received a face to face instruction session comprised of a 70-minute demonstration of key library databases followed by an activity that allowed students to practice their skills. Group 2 (Nineteen students) – an on-campus class that received a Web-based tutorial comprised of four interactive modules, requiring an average 80 minutes to complete. Group 3 (Nineteen students) - a Web-based class that received the same Web-based tutorial as Group 2. The survey and test were repeated six weeks after the instruction. Main results – Both self-efficacy scores and library skills test scores increased for all three groups post-intervention. Average self-efficacy levels increased from a mean of 68.88 (SD=19.92) to a mean of 91.90 (SD=16.24); library skills scores increased from an average score of 58.78 (SD=13.80) to an average of 73.16 (SD=12.65). There was no statistically significant difference between the post- intervention scores of the three groups on the library skills test. However, the Web-based students in Group 3 showed a statistically significant greater increase in self-efficacy score (78.86 to 102.36) when compared with Group 2 participants (64.74 to 83.68). Conclusion – The study provides evidence that library instruction is effective in increasing both skill levels and self-efficacy levels. It does not give a clear indication of the relative value of different modes of delivery, but it does support the contention that Web-based tutorials are at least as effective as face to face sessions.

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Making Online Instruction Count: Statistical Reporting of Web-Based Library Instruction Activities

College & Research Libraries ◽

10.5860/crl-197 ◽

2012 ◽

Vol 73 (1) ◽

pp. 33-46 ◽

Cited By ~ 14

Author(s):

Tim Bottorff ◽

Andrew Todd

Keyword(s):

Literature Review ◽

Online Instruction ◽

Current Status ◽

Library Instruction ◽

Web Based ◽

Face To Face ◽

External Stakeholders ◽

Considerable Confusion

Statistical reporting of library instruction (LI) activities has historically focused on measures relevant to face-to-face (F2F) settings. However, newer forms of LI conducted in the online realm may be difficult to count in traditional ways, leading to inaccurate reporting to both internal and external stakeholders. A thorough literature review is combined with the results of an investigative survey to reveal the current status of reporting such activities. The results reveal considerable confusion about the reporting of Web-based LI activities, even though a number of librarians are devoting significant amounts of time to this important and growing area of librarianship.

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Feasibility, Acceptability, and Impact of a Web-Based Structured Education Program for Type 2 Diabetes: Real-World Study

JMIR Diabetes ◽

10.2196/15744 ◽

2020 ◽

Vol 5 (1) ◽

pp. e15744 ◽

Cited By ~ 1

Author(s):

Shoba Poduval ◽

Louise Marston ◽

Fiona Hamilton ◽

Fiona Stevenson ◽

Elizabeth Murray

Keyword(s):

Type 2 Diabetes ◽

Health Care ◽

Education Program ◽

Self Efficacy ◽

Completion Rates ◽

Web Based ◽

Structured Education ◽

Face To Face ◽

The United Kingdom

Background Structured education for people with type 2 diabetes improves outcomes, but uptake is low globally. In the United Kingdom in 2016, only 8.3% of people who were referred to education programs attended the program. We have developed a Web-based structured education program named Healthy Living for People with type 2 Diabetes (HeLP-Diabetes): Starting Out (HDSO), as an alternative to face-to-face courses. A Web-based program gives people more options for accessing structured education and may help improve overall uptake. Objective The aim was to explore the feasibility and acceptability of delivering a Web-based structured education program (named HeLP-Diabetes: Starting Out) in routine primary health care and its potential impact on self-efficacy and diabetes-related distress. Methods HDSO was delivered as part of routine diabetes services in primary health care in the United Kingdom, having been commissioned by local Clinical Commissioning Groups. Quantitative data were collected on uptake, use of the program, demographic characteristics, self-reported self-efficacy, and diabetes-related distress. A subsample of people with type 2 diabetes and health care professionals were interviewed about acceptability of the program. Results It was feasible to deliver the program, but completion rates were low: of 791 people with type 2 diabetes registered, only 74 (9.0%) completed it. Completers improved their self-efficacy (change in median score 2.5, P=.001) and diabetes-related distress (change in median score 6.0, P=.001). Interview data suggested that the course was acceptable, and that uptake and completion may be related to nonprioritization of structured education. Conclusions The study provides evidence of the feasibility and acceptability of a Web-based structured education. However, uptake and completion rates were low, limiting potential population impact. Further research is needed to improve completion rates, and to determine the relative effectiveness of Web-based versus face-to-face education.

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The Effectiveness of Online and Blended Learning: A Meta-Analysis of the Empirical Literature

Teachers College Record ◽

10.1177/016146811311500307 ◽

2013 ◽

Vol 115 (3) ◽

pp. 1-47 ◽

Cited By ~ 5

Author(s):

Barbara Means ◽

Yukie Toyama ◽

Robert Murphy ◽

Marianne Baki

Keyword(s):

Online Learning ◽

Blended Learning ◽

Learning Outcomes ◽

Classroom Instruction ◽

Meta Analysis ◽

Learning Models ◽

Web Based ◽

Face To Face ◽

Learning Conditions ◽

Face To Face Instruction

Background/Context Earlier research on various forms of distance learning concluded that these technologies do not differ significantly from regular classroom instruction in terms of learning outcomes. Now that web-based learning has emerged as a major trend in both K–12 and higher education, the relative efficacy of online and face-to-face instruction needs to be revisited. The increased capabilities of web-based applications and collaboration technologies and the rise of blended learning models combining web-based and face-to-face classroom instruction have raised expectations for the effectiveness of online learning. Purpose/Objective/Research Question/Focus of Study This meta-analysis was designed to produce a statistical synthesis of studies contrasting learning outcomes for either fully online or blended learning conditions with those of face-to-face classroom instruction. Population/Participants/Subjects The types of learners in the meta-analysis studies were about evenly split between students in college or earlier years of education and learners in graduate programs or professional training. The average learner age in a study ranged from 13 to 44. Intervention/Program/Practice The meta-analysis was conducted on 50 effects found in 45 studies contrasting a fully or partially online condition with a fully face-to-face instructional condition. Length of instruction varied across studies and exceeded one month in the majority of them. Research Design The meta-analysis corpus consisted of (1) experimental studies using random assignment and (2) quasi-experiments with statistical control for preexisting group differences. An effect size was calculated or estimated for each contrast, and average effect sizes were computed for fully online learning and for blended learning. A coding scheme was applied to classify each study in terms of a set of conditions, practices, and methodological variables. Findings/Results The meta-analysis found that, on average, students in online learning conditions performed modestly better than those receiving face-to-face instruction. The advantage over face-to-face classes was significant in those studies contrasting blended learning with traditional face-to-face instruction but not in those studies contrasting purely online with face-to-face conditions. Conclusions/Recommendations Studies using blended learning also tended to involve additional learning time, instructional resources, and course elements that encourage interactions among learners. This confounding leaves open the possibility that one or all of these other practice variables contributed to the particularly positive outcomes for blended learning. Further research and development on different blended learning models is warranted. Experimental research testing design principles for blending online and face-to-face instruction for different kinds of learners is needed.

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Technology-Embedded Hybrid Learning

10.20944/preprints201803.0229.v1 ◽

2018 ◽

Cited By ~ 1

Author(s):

Muzammil Behzad ◽

Nida Adnan ◽

Sanna Aziz Merchant

Keyword(s):

Learning Outcomes ◽

Hybrid Learning ◽

Quality Standards ◽

Learning Technologies ◽

International Standards ◽

Comfort Level ◽

Full Time ◽

Web Based ◽

Face To Face ◽

Embedded Teaching

With the rapid surge in technological advancements, an equal amount of investment in technology-embedded teaching has become vital to pace up with the ongoing educational needs. Distance education has evolved from the era of postal services to the use of ICT tools in current times. With the aid of globally updated content across the board, technology usage ensures all students receive equal attention without any discrimination. Importantly, web-based teaching allows all kind of students to learn at their own pace, without the fear of being judged, including professionals who can learn remotely without disturbing their job schedules. Having web-based content allows low-cost and robust implementation of the content upgradation. An improved, yet effective, version of the education using such tools is Hybrid Learning (HL). This learning mode aims to provide luxurious reinforcement to its legitimate candidates while maintaining the quality standards of various elements. Incorporated with both traditional and distance learning methods, along with exploiting social media tools for increased comfort level and peer-to-peer collaboration, HL ultimately facilitates the end user and educational setup. The structure of such a hybrid model is realized by delivering the study material via a learning management system (LMS) designed in compliance with quality standards, which is one of the fundamental tackling techniques for controlling quality constraints. In this paper, we present the recently piloted project by COMSATS Institute of Information Technology (CIIT) which is driven by technology-embedded teaching model. This model is an amalgam of the traditional class room model with the aid of state-of-the-art online learning technologies. The students are enrolled as full-time students, with all the courses in traditional classroom mode, except one course offered as hybrid course. This globally adapted model helps the students to benefit from both face-to-face learning as well as gaining hands-on experience on technology-enriched education model providing flexibility of timings, learning pace, and boundaries. Our HL model is equipped with two major synchronous and asynchronous blocks. The synchronous block delivers real-time live interaction scenarios using discussion boards, thereby providing a face-to-face environment. Interactions via social network has witnessed equally surging improvement in the output performance. The asynchronous block refers to the lecture videos, slides and handouts, prepared by imminent professors, available 24/7 for students. To ensure quality output, our HL model follows the course learning outcomes (CLOs), and program learning outcomes (PLOs) as per international standards. As a proof of concept, we have deployed a mechanism at the end of each semester to verify the effectiveness of our model. This mechanism fundamentally surveys the satisfaction levels of all the students enrolled in the HL courses. With the surveys already conducted, a significant level of satisfaction has been noted. Extensive results from these surveys are presented in the paper to further validate the efficiency and robustness of our proposed HL model.

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Web-based and face-to-face classes: are there unintended outcomes?

Journal of Management Development ◽

10.1108/jmd-06-2015-0088 ◽

2016 ◽

Vol 35 (8) ◽

pp. 1031-1044 ◽

Cited By ~ 4

Author(s):

Gerald Burch ◽

Jacob A. Heller ◽

Jana J. Burch ◽

Nathan A. Heller

Keyword(s):

Student Engagement ◽

Learning Outcomes ◽

Social Intelligence ◽

Business Students ◽

Cognitive Engagement ◽

Unintended Effects ◽

Competency Development ◽

Web Based ◽

Content Type ◽

Face To Face

Purpose Empirical research has demonstrated that web-based classes offer similar learning outcomes as face-to-face classes. The purpose of this paper is to examine the unintended effects of delivery method (web-based or face-to-face) on student learning, competency development, and student engagement. Design/methodology/approach Exam grades and a survey were collected from 180 undergraduate business students at a public university in the Southern USA. All students were enrolled in the same course, taught by three instructors. Findings One-way analysis of variance of the mean showed that declarative and procedural knowledge attained was not statistically significantly different for web-based or face-to-face instruction. However, students in the face-to-face sections reported higher attainment of cognitive intelligence competencies, social intelligence competencies, overall student engagement, emotional engagement, cognitive engagement in class, and cognitive engagement out of class although these outcomes were not specifically targeted as learning outcomes. Research limitations/implications Research participants all came from one course, at one university. Practical implications There are potentially beneficial, unintended outcomes associated with face-to-face courses. Web-based learning courses may require a redesigned approach that addresses these benefits by adding course elements and tasks that increase student engagement and creates opportunities for development of cognitive and social intelligence competencies. Originality/value Little research has been conducted on unintended learning outcomes such as competency development and student engagement. Therefore, this study demonstrates that educators should consider factors beyond learning assessment when comparing web-based to face-to-face courses.

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Investigating the feasibility of MePlusMe, an online intervention to support mental health, wellbeing, and study skills in higher education students

10.31234/osf.io/bm9g4 ◽

2021 ◽

Author(s):

Rhianna Goozee ◽

Alexia Barrable ◽

Jelena Lubenko ◽

Marietta Papadatou-Pastou ◽

Mark Haddad ◽

...

Keyword(s):

Mental Health ◽

Higher Education ◽

Self Efficacy ◽

Study Skills ◽

Online Intervention ◽

Retention Rates ◽

Education Students ◽

Convenience Sample ◽

Web Based ◽

Qualitative Feedback

Introduction: While there are several web-based interventions to support mental health, few target students in higher education (HE). Importantly, more research is needed to establish their effectiveness. Here, we provide a pragmatic evaluation of an online intervention (MePlusMe) specifically designed to improve the mental health, wellbeing, and study skills of HE students. Methods: In accordance with the published protocol for a feasibility study, we obtained a convenience sample of 137 HE students, with students recruited to participate in an 8-week intervention. To evaluate the feasibility and assess the effects of this online intervention, validated measures of mood (depression and anxiety), wellbeing and self-efficacy were collected at baseline, 2, 4 and 8 weeks, alongside two feedback forms assessing design and functionality (baseline), and engagement (week 4 and 8).Results: We observed statistically significant reductions in levels of anxiety and depression, and increases in wellbeing over the 8-week intervention period. However, there were no significant changes in self-efficacy. Participants rated the system design and functionality positively, and qualitative findings indicated high levels of satisfaction with MePlusMe. Some areas for improvement were also identified. Discussion: Rates of initial consent, subsequent engagement with the programme, and measure completion, together with qualitative feedback, support the acceptability of the intervention. Significant benefits were observed for the main intended outcomes, with the overall results providing qualified support for the effectiveness of MePlusMe. The significant positive changes associated with use of this system are encouraging. Nonetheless, modest retention rates limit the precision and generalisability of these findings. Further investigation should ascertain optimal duration of engagement, most acceptable means of outcome assessment, and further detail about obstacles to utilisation.

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A Comparative Study On Learning Outcomes Of Web Based Vs. Classroom Based Instruction

Journal of College Teaching & Learning (TLC) ◽

10.19030/tlc.v2i3.1781 ◽

2005 ◽

Vol 2 (3) ◽

Author(s):

Zafer Unal

Keyword(s):

Preservice Teachers ◽

Elementary Education ◽

Student Satisfaction ◽

Learning Outcomes ◽

Florida State University ◽

State University ◽

Web Based ◽

Face To Face ◽

Technology And Learning ◽

Based Instruction

This study investigates and compares the learning outcomes and student satisfaction of classroom versus web based instruction of the EDE4341 - Technology and Learning in Elementary and Middle Schools offered to preservice teachers in the Elementary Education program at Florida State University during Spring & Summer 2004 semesters. While 20 students enrolled spring 2004 section which was taught face to face, 22 students enrolled Summer 2004 section which was taught online by the same instructor.

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Feasibility, Acceptability, and Impact of a Web-Based Structured Education Program for Type 2 Diabetes: Real-World Study (Preprint)

10.2196/preprints.15744 ◽

2019 ◽

Author(s):

Shoba Poduval ◽

Louise Marston ◽

Fiona Hamilton ◽

Fiona Stevenson ◽

Elizabeth Murray

Keyword(s):

Type 2 Diabetes ◽

Health Care ◽

Education Program ◽

Self Efficacy ◽

Completion Rates ◽

Web Based ◽

Structured Education ◽

Face To Face ◽

The United Kingdom

BACKGROUND Structured education for people with type 2 diabetes improves outcomes, but uptake is low globally. In the United Kingdom in 2016, only 8.3% of people who were referred to education programs attended the program. We have developed a Web-based structured education program named <italic>Healthy Living for People with type 2 Diabetes</italic> (HeLP-Diabetes): <italic>Starting Out</italic> (HDSO), as an alternative to face-to-face courses. A Web-based program gives people more options for accessing structured education and may help improve overall uptake. OBJECTIVE The aim was to explore the feasibility and acceptability of delivering a Web-based structured education program (named <italic>HeLP-Diabetes: Starting Out</italic>) in routine primary health care and its potential impact on self-efficacy and diabetes-related distress. METHODS HDSO was delivered as part of routine diabetes services in primary health care in the United Kingdom, having been commissioned by local Clinical Commissioning Groups. Quantitative data were collected on uptake, use of the program, demographic characteristics, self-reported self-efficacy, and diabetes-related distress. A subsample of people with type 2 diabetes and health care professionals were interviewed about acceptability of the program. RESULTS It was feasible to deliver the program, but completion rates were low: of 791 people with type 2 diabetes registered, only 74 (9.0%) completed it. Completers improved their self-efficacy (change in median score 2.5, <italic>P</italic>=.001) and diabetes-related distress (change in median score 6.0, <italic>P</italic>=.001). Interview data suggested that the course was acceptable, and that uptake and completion may be related to nonprioritization of structured education. CONCLUSIONS The study provides evidence of the feasibility and acceptability of a Web-based structured education. However, uptake and completion rates were low, limiting potential population impact. Further research is needed to improve completion rates, and to determine the relative effectiveness of Web-based versus face-to-face education.

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Web-Based vs. Face-To-Face MBA Classes: A Comparative Assessment Study

Journal of College Teaching & Learning (TLC) ◽

10.19030/tlc.v5i11.1220 ◽

2008 ◽

Vol 5 (11) ◽

Author(s):

Barry Brownstein ◽

Deborah Brownstein ◽

Daniel A. Gerlowski

Keyword(s):

Online Learning ◽

Learning Outcomes ◽

Comparative Assessment ◽

Web Based ◽

Face To Face ◽

Mba Students ◽

Assessment Study ◽

The Face ◽

The University

The challenges of online learning include ensuring that the learning outcomes are at least as robust as in the face-to-face sections of the same course. At the University of Baltimore, both online sections and face-to-face sections of core MBA courses are offered. Once admitted to the MBA, students are free to enroll in any combination of web-based or face-to-face courses. This provides a unique laboratory to assess comparative learning outcomes.

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