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ERIC Number: EJ952128
Record Type: Journal
Publication Date: 2010
Pages: 5
Abstractor: As Provided
Reference Count: 15
ISBN: N/A
ISSN: ISSN-0094-1956
Do Print, Web-Based, or Blackboard Integrated Tutorial Strategies Differentially Influence Student Learning in an Introductory Psychology Class?
Osborn, Don R.
Journal of Instructional Psychology, v37 n3 p247-251 2010
Web-based tutorials offer an opportunity to provide automated individualized feedback to help students develop, for example, the ability to identify independent and dependent variables and the ability to discriminate between experimental and predictor variables. Doing so enables them to distinguish between the relatively clear-cut causal conclusions from true experiments and the more in depth analysis required to judge causality from correlational studies. Evaluation data shows the Web tutorial (http://cas.bellarmine.edu/Osborn/hypertut_piv) improved student performance compared to a print tutorial. The strongest effect size (Cohen's d = 0.50) was obtained when comparing print problem solving only classes to print problem solving plus Web tutorial-available classes' performance. Also, using Blackboard to add class points as a direct incentive for using the tutorial material may lead to increased performance (Cohen's d = 0.30) "over simply making the Web tutorial available."
Project Innovation, Inc. P.O. Box 8508 Spring Hill Station, Mobile, AL 36689-0508. Tel: 251-343-1878; Fax: 251-343-1878; Web site: http://www.projectinnovation.biz/jip.html
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A