International Journal of Online Pedagogy and Course Design
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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.
Citation of this paper:
Lee, G. T. (2019). A Comparison of Guided Notes and Video Modules in an Online Course. International Journal of Online Pedagogy and Course Design (IJOPCD), 9(3), 48-60.