An Exploratory Study on the Effectiveness of Interactive Video Tutorials on APA Writing Proficiency in Graduate Education Students

In recent years, there has been a major shift from traditional face-to-face learning to online learning. The purpose of this study was to investigate whether or not incorporating interactive video tutorials into the online graduate education classroom would increase student writing proficiency of th...

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Bibliographic Details
Published in:Distance learning (Greenwich, Conn.) Conn.), 2019-08, Vol.16 (3), p.1-15
Main Authors: Loftus, Anna R, McConnell, John R., III, Chester-Fangman, Christina, Garber, Gina
Format: Magazinearticle
Language:English
Subjects:
Citations (References)
Classrooms
Computer networks
Course Descriptions
Distance Education
Distance learning
Education
Education Majors
Educational Environment
Electronic Learning
Graduate Students
Graduate studies
Graduate study
Instructional Effectiveness
Instructional materials
Interactive Video
Learning management systems
Learning Strategies
Online Courses
Online instruction
Online tutorials
Student Motivation
Student writing
Students
Teaching
Teaching Methods
Technology
Writing Instruction
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Summary:In recent years, there has been a major shift from traditional face-to-face learning to online learning. The purpose of this study was to investigate whether or not incorporating interactive video tutorials into the online graduate education classroom would increase student writing proficiency of the American Psychological Association (APA) formatting. If giving students the opportunity to view this content in a different way would increase their APA proficiency, it would be valuable to many educators who have an APA component in their courses. In an effort to understand effective learning strategies in an online class, the researchers first had to investigate the different components of an online classroom. Participants (N=52; M[subscript age]=29.24, SD[subscript age]=5.38; M[subscript GPA]=3.48, SD[subscript GPA]=0.38) included graduate students from six sections of an introductory research course at a suburban, public teaching college in the southeastern United States. This exploratory study employed a quasi-experimental design with historical data. Three sections of the introductory research course used a passive APA tutorial, while the other three sections piloted a more interactive APA tutorial. Overall, the interactive APA tutorial proved successful. Everyone involved in the production met their objectives for the tutorial, and the students who completed the interactive APA tutorial had statistically significant higher mean scores in APA proficiency than those who used the passive APA tutorial.
ISSN:1547-4712