Rebecca

Greer
DFW
Literature Review
Spring 2015

Online Tutorial Best Practices

The Robert E. Kennedy Library at California Polytechnic State University has

set forth an initiative to develop online learning objects for the purposes of
instituting a flipped classroom model in one-shot information literacy sessions for
undergraduate students. This initiative, spurred by the Foundational Experiences
Librarian, seeks to utilize the latest tools and technologies to create a digital space
where students can access a multitude of sources meant to expand upon their
library skills and competencies. A piece of this larger digital learning environment
will be the deployment of online video tutorials. In seeking to identify best practices
affiliated with creating online tutorials, a literature review was conducted in the
guise of creating video tutorials for an academic library environment. The findings
from this literature review are expanded upon here:
In creating an online tutorial, it is best to keep the length of the tutorial
relatively short. However, the definition of short tutorials varied from one source
to another. Some sources suggested tutorials should be no longer than three to five
minutes, while others recommended no more than thirty seconds (Blevins, Deberg,
& Childs, 2014, p. 256; Bowles-Terry, Hensley, & Hinchliffe, 2010, p. 26). Being that
these sources are referencing video lengths in minutes and seconds, it is important
to realize that brevity is the best policy. In a study conducted at the University of
Illinois it was found that three minute videos often felt too long to students

(Bowles-Terry et al., 2010, p. 24). As such, multiple sources iterated that 90-second
to 30-second tutorials are ideal for holding student attention and interest (Bowles-
Terry et al., 2010, p. 26; Lori, 2012, p. 271; Kern, 2014, p. 158; Rush & Stott, 2014, p.
221).
However, it is not always possible to convey desired information within 90
or 30 seconds. As such, it is recommended that [i]f a topic will take more than five
minutes to discuss it is best to chunk the tutorial into smaller subsections
(Blevins et al., 2014, p. 256). This particular strategy was overwhelming supported
in the literature as chunking accommodates[s] students varying attention spans
(Bowles-Terry et al., 2010, p. 22-23; Lori, 2012, p. 273; Cole, D., Guittar, Mansfield,
Rosenzweig, Salisbury, & Shotick, 2015, p. 3; Bury & Oud, 2005, p. 61; Kern, 2014, p.
158; Rush & Stott, 2014, p. 221). Associated with the practice of chunking content, it
was suggested that users are given tools to navigate through tutorials at their own
pace. Suggested tactics included offering a table of contents (Bowles-Terry et al.,
2010, p. 22-26), a site index (Lori, 2012, p. 271), and embedded links or pop-ups
within the tutorial itself (Lori, 2012, p. 273). Ultimately the aim is to give the user
more control, thus making the content within the tutorials more approachable and
manageable.
Content organization and presentation is paramount when working with
limited timeframes and attention spans. Student responses obtained by Bury & Oud
at Wilfrid Laurier University indicated that tutorials contained too much detail and
explanations were too ambiguous or unclear while others were too basic (2005, p.
57). In the same usability study it was noted that creators should be cognizant not to

oversimplify or use library jargon too much, as this confuses the user (Bury & Oud,
2005, p. 61). One source indicated that tutorials should present information in the
same way that a newspaper article is written (Bowles-Terry et al., 2010, p. 23-24).
Meaning, within the tutorial, first introduce the most pertinent or practical
information. Then provide the backdrop or contextual information (Bowles-Terry
et al., 2010, p. 26). This ensures that users obtain necessary information to complete
a task first, offering more explanatory information at the end of a tutorial. This
strategy optimizes the user experience by integrating control mechanisms whereby
the user can identify when theyve had enough information to complete or
understand how to execute a task.
In presenting content within a tutorial, take effort keep the presentations
clear and simple, yet detailed enough to ensure user success. Multiple sources
confirmed that offering too much narration or text overwhelmed the user (Cole et
al., 2015, p. 3; Buy & Boud, p. 57; Lori, 2012, p. 272;). Similarly, when using images,
make sure they clearly encapsulate what you wish to demonstrate. Adding features
such as callouts, zooms, spotlights, or numbered steps can enhance the user
experience. (Kern, 2014, p. 159; Cole et al., 2015, p. 3; Lori, 2012, p. 272). Relatedly,
closed captioning should be utilized whenever narrating a tutorial (Blevins et al.,
2014, p. 257; Cole et al., 2015, p. 3; Bowles-Terry et al., 2010, p. 26). Implementing
features such as these will ensure content is accessible to multiple learning styles
and user needs.
Styling choices, such as institutional and/or thematic branding for tutorials is
also a best practice of tutorial design. Consistent branding helps to establish the

videos as a cohesive set of learning objects that are easily recognizable wherever
students discover them (Rush & Stott, 2014, p. 228-229). Branding a tutorial can
include using a library logo, school mascot, specific imagery affiliated with the
organization, or music. In using these branding methods, it is also best to
standardize opening and closing slides (Cushon & Nowlan, 2013, p. 2). Within the
intro, offer a descriptive title for the tutorial content (Bowles-Terry et al., 2010, p.
25; Cole et al., 2015, p. 3). However, users are typically not interested in the
introductory material (Bowles-Terry et al., 2010, p. 23). So, it is best to be sparing
with descriptive details outlining what users will learn in the tutorial. In using these
styling methods, keep in mind that users often view library tutorials in a utilitarian
light and want to get the necessary information and move forward with the
information-seeking process (Bowles-Terry et al., 2010, p. 24). As such, be as direct
as possible while minimizing extraneous information.

Within this literature review, three major categories were identified for best
practices in developing online tutorials: length/depth, content organization, and
design.
Length/Depth:
First and foremost, keep tutorials short. Tutorials ideally should not exceed a
minute, thirty seconds. If more depth is needed, consider chunking content and offer
a sequence to tutorials affiliated with a broader topic interest.
Content Organization:

Within these tutorials, take a practical approach first and offer more contextual or
background information at the end of the tutorial or in a different tutorial entirely.
Distinguish tutorials with a clear, descriptive title and implement simplicity
throughout the tutorial with text and images.
Design:
Finally, brand your tutorials to make them unique to your institution, organization,
or department. While these tutorials employ autonomous interests, users view these
tutorials in a utilitarian manner. So be judicious in assigning artistic effects to
engage the user.

References
Blevins, A. E., Deberg, J., & Childs, C. (January 01, 2014). Developing a best practices
plan for tutorials in a multi-library system. Medical Reference Services
Quarterly, 33, 3, 253-263.
Bowles-Terry, M., Hensley, M. K., & Hinchliffe, L. J. (November 12, 2010). Best
practices for online video tutorials in academic libraries: A study of student
preferences and understanding. Communications in Information Literacy, 4, 1,
17-28.
Bury, S., & Oud, J. (January 01, 2005). Usability testing of an online information
literacy tutorial. Reference Services Review, 33, 1, 54-65.
Cole, D., Guittar, M., Mansfield, M., Rosenzweig, J., Salisbury, M., & Shotick, K. (2015).
Tutorials toolkit: Creating sustainable library instruction. Association of
College and Research Libraries, Portland, OR.
Cushon, K. & Nowlan, G. (2013). Developing and launching effective and engaging
videos without breaking the bank. International Federation of Library
Associations and Institutions: World Library and Information Congress,
Singapore.
Kern, V. (January 01, 2014). Actions speaking louder than words: Building a
successful tutorials program at the University of Washington Libraries.
Fontes Artis Musicae, 60, 3, 155-162.
Lori, S. M. (January 01, 2012). Student preference for tutorial design: A usability
study. Reference Services Review, 40, 2, 258-276.

Rush, L., & Stott, R. (January 01, 2014). Minute to learn it: Integrating one-minute
videos into information literacy programming. Internet Reference Services
Quarterly, 19, 219-232.