Learning styles and student perceptions of the use of interactive online tutorials

Bolliger, Doris U.; Supanakorn, Supawan

doi:10.1111/j.1467-8535.2009.01037.x

Cited by 35 publications

(20 citation statements)

References 11 publications

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“…In the few studies that have been conducted, results are inconsistent, further implicating a need for additional study (Chyung, 2007). For example, a study conducted by Bolliger and Supanakorn (2011) found that females prefer more multimodal learning, whereas males prefer more unimodal learning. These findings directly contrast those of Wehrwein, Lujan, and Dicarlo (2007), who reported females prefer unimodal learning and males prefer multimodal learning.…”

Section: Gendermentioning

confidence: 99%

An examination of gender and situational interest in multimedia learning environments

Dousay¹,

Trujillo²

2018

Brit J Educational Tech

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Existing research highlights conflicting results attempting to capture gender preferences with respect to unimodal versus multimodal designs in online learning. As online learning continues to expand, more research examining the role of gender in multimedia design holds considerable potential. However, the presence of multimedia in online learning contexts presents a more complex problem when taking into consideration the concept of learner interest. The current study sought to investigate gender differences in situational interest (SI) with respect to three different but related designs of an online, multimedia learning environment for continuing, professional education in emergency medical services. The content in these designs was identical, but applied different combinations of the redundancy and modality multimedia principles. A two‐way analysis of variance was used to examine the types of SI by gender and type of multimedia design. While no significant difference or interaction effect was identified between gender and triggered SI, an interaction effect was observed for females and the different multimedia designs. Specifically, females reported a higher maintained SI when animation, narration and text were effectively combined. The findings of this study provide insight into best practices for instructional and media designers developing multimedia learning environments as well as future research implications.

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Section: Gendermentioning

confidence: 99%

An examination of gender and situational interest in multimedia learning environments

Dousay¹,

Trujillo²

2018

Brit J Educational Tech

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“…5 Creating an online set of lessons would address three issues: 1) supplement one-shot library instruction events, 2) provide an opportunity for instruction even when a librarian is not embedded in a course, and 3) showcase the library on campus as a key player in supporting the growing focus on online instruction. 6 By reviewing the literature, the library team realized that more interactive online lessons needed to be developed in order to keep students' attention and to increase learning retention. The team incorporated the guidance found in the published research on MOOCs, as well as the methods that consisted of good online instruction.…”

Section: Introductionmentioning

confidence: 99%

Creating Interactive Online Instruction: The McGoogan Library Experience

Hartman

Fial

2015

Medical Reference Services Quarterly

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Online instruction is a hot topic at academic medical centers. Seizing the opportunity to join the online movement at the University of Nebraska Medical Center (UNMC), the McGoogan Library created an open access course made up of six learning modules. The modules addressed three issues: 1) supplementing one-shot library instruction, 2) offering opportunity for instruction when a librarian is not embedded in a course, and 3) showcasing the library as an online instruction supporter. This article discusses the planning process, technology used, how the modules were received, and how this initial project increased McGoogan Library's involvement in the UNMC online movement.

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“…A similar study conducted by Bolliger and Supanakorn (2011) revealed that the majority of the study participants thought the tutorials were useful in learning and reviewing the material. The majority of the participants thought the tutorials helped them spend less time in learning the material and completing the assignment.…”

Section: Student Perception Of Web-based Tutorialsmentioning

confidence: 96%

Assessing the Effectiveness of Web-Based Tutorials Using Pre- and Post-Test Measurements

Guy

Lownes-Jackson

2012

IJELL

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Computer technology in general and the Internet in particular have facilitated as well as motivated the development of Web-based tutorials (MacKinnon & Williams, 2006). The current research study describes a pedagogical approach that exploits the use of self-paced, Web-based tutorials for assisting students with reviewing grammar and mechanics in a business communications course. The adopted tutorial consists of (1) grammatical and mechanical rules, (2) sentence reinforcement exercises, and (3) interactive diagnostic testing, all with immediate feedback and explanations.The purpose of the study was to determine if the use of Web-based tutorials significantly improved student performance using pre-and post-test measurements. A quasi-experimental design was used to compare learning outcomes. The results indicate that the use of Web-based tutorials to review grammar and mechanics significantly impacted students' scores from pre-test to final post-test.

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Learning styles and student perceptions of the use of interactive online tutorials

Cited by 35 publications

References 11 publications

An examination of gender and situational interest in multimedia learning environments

An examination of gender and situational interest in multimedia learning environments

Creating Interactive Online Instruction: The McGoogan Library Experience

Assessing the Effectiveness of Web-Based Tutorials Using Pre- and Post-Test Measurements

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