Webbased Tutorials and Traditional Faceto （以网络教程和传统Faceto）.pdf

Issues in Informing Science and Information Technology Volume 10, 2013 Web-based Tutorials and Traditional Face-to-Face Lectures: A Comparative Analysis of Student Performance Retta Guy Millicent Lownes-Jackson Tennessee State University, Nashville, Tennessee, USA rguy@ mlownes@ Abstract The authors present the results of a study conducted at a historically Black institution that com- pares student performance using Web-based tutorials to that of the traditional face-to-face lec- tures. A casual-comparative design was chosen for this study to examine the effects of instruc- tional delivery on student performance in a business communications course with specific empha- sis on the grammar and mechanics unit of study. The study spanned 4 years, beginning fall 2008 through spring 2012. Participants included 375 declared business majors who were self-enrolled in various sections of the Business Communications course during the study. The results of this study mirrored those of previous works reporting that Web-based tutorials are as effective as tra- ditional face-to-face lecturing with regard to student performance. Keywords: Web-based tutorials, interactive tutorials, grammar and mechanics, tutorials, student performance, face-to-face lectures Introduction The advent of computers and information technology has made major inroads into university teaching, with Web- and computer-based tutorials now being considered as acceptable and effec- tive methods of learning. As university faculty and administrators continue examining tools and methods to support and engage students, face-to-face lecture is still the main and time-honored means of disseminating knowledge (Sweeney, O’Donoghue, and Whitehead, 2004).