Learning Science Online: What Matters for Science Teachers?

Autor/inn/en	Rowe, Elizabeth; Asbell-Clarke, Jodi
Titel	Learning Science Online: What Matters for Science Teachers?
Quelle	In: Journal of Interactive Online Learning, 7 (2008) 2, S.75-104 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1541-4914
Schlagwörter	Online Courses; Science Instruction; Educational Technology; Hierarchical Linear Modeling; Inquiry; Teaching Methods; Surveys; College Students; Questionnaires; Pretests Posttests; College Faculty; Grades (Scholastic); Student Characteristics; Statistical Analysis; Correlation + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Survey; Umfrage; Befragung; Collegestudent; Fragebogen; Fakultät; Notenspiegel; Statistische Analyse; Korrelation
Abstract	Online education is a rapidly growing phenomenon for science teachers. Using a sample of 40 online science courses for teachers offered during the 2004-2005 academic year, the Learning Science Online (LSO) study explores what characteristics of online science courses are most strongly associated with positive learning outcomes among science teachers, after accounting for teachers' prior science experiences and demographics. This research is unique in that it is the first aggregate study of teachers learning science online in a wide variety of educational programs. Hierarchical linear modeling points to changing roles of instructors and students in online courses, with lower perceived levels of instructor support and a supportive course design strongly associated with positive learning outcomes. (As Provided).
Anmerkungen	University of Alabama. 152 Rose Administration, P.O. Box 870104, Tuscaloosa, AL 35487. Web site: http://www.ncolr.org/jiol
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01