YOUTUBE, POWERPOINT, AND TUTORS: THE IMPACT OF OUT-OF-CLASS LEARNING OPTIONS ON STUDENT PERFORMANCE

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Title: YOUTUBE, POWERPOINT, AND TUTORS: THE IMPACT OF OUT-OF-CLASS LEARNING OPTIONS ON STUDENT PERFORMANCE
Author: Hamilton, Sommer B.
Abstract: This research project sought to measure how students in large -classroom environments respond to supplemental , out -of -class learning options . Is their performance positively impacted by tutoring or by online , always -accessible lessons ? Above and beyond demographics and skills , what motivates students to engage in use of supplemental learning options ? Responding to theories of ?just -in -time ? learning and the learner -centered philosophy of distributed learning , this study put three out -of -class tools in place during the course of a fall semester to allow the learner to decide what form of out -of -class aid he or she would rely upon . Those three options included tutoring services , streaming voice -over -PowerPoint lessons , and short YouTube .com -hosted videos featuring the instructor . Over the course of the fall 2008 semester , students responded to two surveys intended to (1 ) capture their motivational approach and preferred study strategies and learning styles ; and (2 ) capture measures of their usage of these tools and their reported perception of the tools . In tests of data to determine what led to the most improvement in student scores and what led to students ? highest reported levels of satisfaction and perceived value with the course , the short , lab instructor -created videos hosted on YouTube .com were the only significant predictor among all three supplemental learning options . This finding provides broad -based support for ?just -in -time ? theories of learning , in which information and help are readily available just as students are seeking that information and extra guidance . Therefore , instructors seeking to improve student performance may serve their students well by preparing materials to facilitate any -time access to course content needed to complete major assignments or prepare for exams . But there is a caveat to simply making any form of content available online or available any -time , any -place . This study advances the theory of always -available resources and learner -centered environments by further refining what type of media stimulates the most improvement in performance . The answer , in part , seems to hinge on what is most appealing to students (video plus audio , shorter material , content geared toward assignment specifics rather than broad -based lectures ) , and warrants future study .
URI: http : / /hdl .handle .net /1969 .1 /ETD -TAMU -2009 -05 -468
Date: 2010-01-16

Citation

YOUTUBE, POWERPOINT, AND TUTORS: THE IMPACT OF OUT-OF-CLASS LEARNING OPTIONS ON STUDENT PERFORMANCE. Available electronically from http : / /hdl .handle .net /1969 .1 /ETD -TAMU -2009 -05 -468 .

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