Student See Versus Student Do: A Comparative Study of Two Online Tutorials Public Deposited

http://ir.library.oregonstate.edu/concern/articles/5x21th114

This is the publisher’s final pdf. The published article is copyrighted by the Association for Educational Communications & Technology and published by Springer. It can be found at:  http://link.springer.com/journal/11528

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  • This study examines the impact on student performance after interactive and non-interactive tutorials using a 2 × 2 treatment-control design. In an undergraduate management course, a control group watched a video tutorial while the treatment group received the same content using a dynamic tutorial. Both groups received the same quiz questions. Using effect size to determine magnitude of change, it was found that those in the treatment condition performed better than those in the control condition. Students were able to take the quiz up to two times. When examining for change in performance from attempt one to attempt two, the treatment group showed a greater magnitude of change. Students who consistently performed lowest on the quizzes outperformed all students in learning gains.
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  • Stonebraker, I., Robertshaw, M. B., & Moss, J. D. (2016). Student See Versus Student Do: A Comparative Study of Two Online Tutorials. TechTrends, 60(2), 176-182. doi:10.1007/s11528-016-0026-7
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  • description.provenance : Approved for entry into archive by Deanne Bruner(deanne.bruner@oregonstate.edu) on 2016-03-23T18:09:35Z (GMT) No. of bitstreams: 2 roberbro1544807784.zip: 1336767 bytes, checksum: 545c0e06c863a0ecab7b69fc3988f2ce (MD5) Stonebraker_Robertshaw_Moss_2016.pdf: 1567319 bytes, checksum: 93322c71c4ca93165d54e4dacdfb59c0 (MD5)
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