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

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

Gabrielle Tsai Lee (Michigan State University, East Lansing, USA & Western University, London, Canada)
Copyright: © 2019 |Pages: 13
DOI: 10.4018/IJOPCD.2019070104

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.
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Literature Review

Research in ABA has traditionally emphasized effective teaching strategies for all learners, including university students. The teaching strategies implemented at the university level were originally evaluated in face-to-face classrooms (e.g., Boyce & Hineline, 2002; Fienup, Hamelin, Reyes-Giordano, & Falcomata, 2011; Heward, 1994; Keller, 1968). With the explosive advances in technology, Skinner’s (1958) teaching machines can be feasibly programmed as part of online instruction. Behavior analysts have attempted to integrate the technology of process (i.e., effective teaching practices derived from behavioral research) into the readily available technology of tools for individualized learning (Twyman, 2015). Thus, recent research efforts in pedagogy have gradually extended from the traditional classroom to the virtual classrooms (Martin, Pear, & Martin, 2002a; Pear & Crone-Todd, 1999; Sella, Ribeiro, & White, 2014; Walker & Rehfeldt, 2012). For example, Keller’s Personalized System of Instruction (PSI) was re-evaluated in web-based learning systems and found effective to improve student performance for college students in the virtual classroom (Martin et al., 2002a; Martin, Pear, & Martin, 2002b; Pear & Crone-Todd, 1999).

Several features of PSI have been successfully incorporated into an online format that includes self-paced learning modules, small instructional units, frequent unit quizzes, and a mastery requirement for each unit. However, because of PSI’s emphasis on written responses, the use of proctors to provide accurate and timely feedback on frequent quizzes can be quite challenging (Martin et al., 2002b, 2002a). Equivalence-based instruction is also programmed to teach derived relations in a variety of academic subjects at the college level, but empirical support for effective instructional practices to promote derived relations remain limited (Fienup et al., 2011). Despite the challenges, the findings indicate that integrating empirically validated online teaching strategies for individualized instruction, is both feasible and practical. The instruction in the previously mentioned studies consists of multiple teaching strategies derived from behavioral principles designed to engage learners in active participation to make online learning effective. However, many evidence-based practices developed and evaluated in traditional in-person classrooms are still in need of empirical validations when implemented in an online format.

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