A Comparison of Guided Notes and Video Modules in an Online Course

Gabrielle Tsai Lee
Additional contact information
Gabrielle Tsai Lee: Michigan State University, East Lansing, USA & Western University, London, Canada

International Journal of Online Pedagogy and Course Design (IJOPCD), 2019, vol. 9, issue 3, 48-60

Abstract: The purpose of the study was to compare the effects of guided notes versus video modules as a supplement to textbook readings on student quiz scores and to evaluate the overall effectiveness of guided notes in a fully online course. A total of 15 graduate students, aged 22 to 30, participated in this study. The study combined an adapted alternating treatments design and a pretest-posttest design with all participants experienced in both teaching methods in the same sequence. The experimental conditions contained the textbook readings supplemented with guided notes versus video modules. Results indicated both guided notes and video modules were effective, but students' quiz scores were significantly higher under the video modules condition than the guided notes condition. No difference was found in students' perceived helpfulness of the materials, but the students enjoyed video modules significantly more than guided notes.

Date: 2019
References: Add references at CitEc
Citations:

Downloads: (external link)
http://services.igi-global.com/resolvedoi/resolve. ... 18/IJOPCD.2019070104 (application/pdf)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:igg:jopcd0:v:9:y:2019:i:3:p:48-60

Access Statistics for this article

International Journal of Online Pedagogy and Course Design (IJOPCD) is currently edited by Chia-Wen Tsai

More articles in International Journal of Online Pedagogy and Course Design (IJOPCD) from IGI Global
Bibliographic data for series maintained by Journal Editor ().