Does the Medium Matter?: A Comparison of a Web-based Tutorial with Face-to-Face Library Instruction on Education Students' Self-Efficacy Levels and Learning Outcomes

摘要

The purpose of this study was to explore if students’ library skills self-efficacy levels and learning outcomes varied based on instructional delivery mode. Groups consisted of an on-campus class with face-to-face instruction, an on-campus class with a Web-based library tutorial, and a Web-based class with a Web-based tutorial. Data were collected immediately prior to instruction and again six weeks after. Analysis indicated self-efficacy levels and learning outcomes significantly increased across all groups after instruction. Groups varied significantly on final self-efficacy levels, but not on final library skills scores. Results are discussed as they relate to the viability of Web-based tutorials for library instruction.