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.
The aim of a Virtual Lab project is to provide students access via the Internet to various experiments in those Universities where the infrastructure resources are poor. Moreover, a Virtual Lab is based on a distance education concept due to the fact that certain students may be interested in studying even at places which are far away from University eliminating the necessity to be there in person. However, methodologies used in the development of this kind of educational applications have too many problems: a lack of common theoretical frameworks which can be used by anyone in the project, and excessive formality in both technical and pedagogical factors. So, considering these factors, the introduction of ''effective practices'' within an alternative methodology to develop this kind of software is proposed. The applications of the Virtual Lab have been tested with the students enrolled at Technological University of the Mixtec Region and the initial educational results of the implementation of the DCLab software are presented. ß
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