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Web-Based Module: Improving APA Referencing Skills

This web-based interactive instructional module aims to enhance college students' understanding and application of APA referencing style through engaging multimedia and segmented learning. Results indicate positive feedback and improved scores, highlighting the module's effectiveness.

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Web-Based Module: Improving APA Referencing Skills

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  1. Introduction – Why this topic? • American Psychological Association style widely used • Unfamiliar with updated APA guidelines • Exisiting resources inaccurate or tedious • Popularity of electronic resources • APA skills limit quality of research (Lewis, 2008) • Personal Experience

  2. Introduction – Why this topic? Lusk, D., Evans, A., Jeffrey, T., Palmer, K., Wikstrom, C., & Doolittle, P. (2009, July). Multimedia learning and individual differences: Mediating the effects of working memory capacity with segmentation. British Journal of Educational Technology, 40(4), 636-651. Retrieved August 10, 2009, doi:10.1111/j.1467-8535.2008.00848.x 

  3. Introduction – Why this topic? Lusk, D., Evans, A., Jeffrey, T., Palmer, K., Wikstrom, C., & Doolittle, P. (2009). Multimedia learning and individual differences: Mediating the effects of working memory capacity with segmentation. British Journal of Educational Technology, 40(4), 636-651. doi:10.1111/j.1467-8535.2008.00848.x.

  4. Introduction – Why this topic? Lusk, D., Evans, A., Jeffrey, T., Palmer, K., Wikstrom, C., & Doolittle, P. (2009). Multimedia learning and individual differences: Mediating the effects of working memory capacity with segmentation. British Journal of Educational Technology, 40(4), 636-651. doi:10.1111/j.1467-8535.2008.00848.x.

  5. Introduction – Why this topic?

  6. Introduction – Why this topic? • Purpose: Develop and evaluate the effectiveness of a web-based, interactive instructional module on APA style referencing for college students

  7. Background • Animation speed control and simple user interface allows deeper understanding (Chandler, 2009) • Multimedia makes learning engaging and interactive (Huang, 2005) • Segmentation enhances retention (Lusk, Evans, Jeffrey, Palmer, Wikstrom, & Doolittle, 2009) • Presenting in audio and visual modes prevents split attention phenomenon (Mayer, 2008)

  8. Design Methodology Web-Based module with videos

  9. Design Methodology Web-Based module with videos

  10. Design Methodology Web-Based module with videos

  11. Design Methodology Web-Based module with videos

  12. Design Methodology Interactive tutorial

  13. Design Methodology Interactive tutorial

  14. Design Methodology Interactive tutorial

  15. Design Methodology Tests with feedback

  16. Design Methodology Tests with feedback

  17. Formative Evaluation Methodology • One to one with peers and expert • Small group test with 42 students (30 completed) • Pre-, practice, and posttest • Demographic and attitudinal surveys

  18. Results and Findings • Undergraduate and graduate students • 14 male and 16 female • Some to no experience with APA • Age 19-52 years • Different fields of study • Use computer daily

  19. Results and Findings

  20. Results and Findings

  21. Results and Findings

  22. Results and Findings

  23. Results and Findings

  24. Results and Findings

  25. Results and Findings

  26. Results and Findings

  27. Results and Findings • 100% felt module was accessible • 100% felt instruction was clear • 100% thought information was manageable • 96% agreed media was NOT overwhelming • 96% agreed learning at own pace was helpful • 96% thought interactive exercises were helpful

  28. Results and Findings • Participants responded positively • “I liked being able to learn at my own leisure” • “Interactive tutorial was helpful. I learn by doing” • “The practice test prepared me for the posttest” • “Fun and engaging” • “Narration synchronized with visuals” • “Reviews at the end of each video were helpful”

  29. Results and Findings • Areas for improvement • “Videos could have more animation.” • “Add more interactive exercises.” • “Make the font on the tests bigger.” • “The ‘submit’ buttons on the surveys easily confused with ‘next page’ buttons.”

  30. Results and Findings • Areas for improvement • “Submit” button easily overlooked

  31. Results and Findings • Areas for improvement • Link doesn’t stand out

  32. Limitations • Module was limited to referencing for electronic periodicals • Referencing for other types of resources not covered • Formatting for writing reports not included • Technology used may have limited data collection

  33. Recommendations • Add audio to interactive exercises • Add more exercises to interactive portion • Add more animation to videos • Larger font on tests • Larger “submit” buttons • Larger links to direct from test to module • Face to face session

  34. Conclusion • Increase in all 30 of 30 participants’ pretest to posttest scores suggests instruction was effective • More research must be done to determine if this module’s success may be repeated

  35. Conclusion • Valuable • 88% agreed information learned will be useful • “This was definitely helpful, and I know I will be able to use this as I move forward in my own research.”

  36. Thank you! ? e-mail: lyndah@hawaii.edu Module: http://www.apareferencing.weebly.com/

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