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Student perceptions of online practical science

Student perceptions of online practical science. Dr Victoria Nicholas Dr David Robinson Prof. Stephen Swithenby. Outline. Context Hypothesis Research Methods Findings Future work. Context. Modules offered globally as part of a qualification must have a practical science component

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Student perceptions of online practical science

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  1. Student perceptions of online practical science Dr Victoria NicholasDr David RobinsonProf. Stephen Swithenby

  2. Outline • Context • Hypothesis • Research Methods • Findings • Future work

  3. Context • Modules offered globally as part of a qualification must have a practical science component • Anecdotal evidence suggests a negative perception of online practical science

  4. Context • Can we validate this anecdotal evidence? • Does experience of the module alter perception? • What lessons can we learn about our pedagogical design?

  5. The modules • Scientific investigations – 10 credits online only module • Investigative and mathematical skills in science – 30 credits – blended • Both globally available • 95.2% of enrolled students completed and 84.2% of enrolled students passed

  6. Investigative and mathematical skills in Science • Some printed books • Some online texts • OU Live (synchronous online tutorial) • Tutor-marked e-assessment • Computer-marked e-assessment • Tutor group forum

  7. Scientific Investigations

  8. Hypothesis • There will be a shift in student perception about online practical science after study.

  9. Research Methods • Email invitation sent to 100 students • 16 % response rate – all interviewed • Telephone discussion for 15 minutes pre and post study • Discussions recorded and transcribed

  10. Analysis: Grounded theory analysis with stages: • Open coding • Axial coding • Selective coding

  11. Question areas • Online study • Practical science • Practical science studied online

  12. Responses I’m not sure if I will feel like a real scientist There is a lack of really nice practical stuff, test tubes and a few chemicals I would probably get more out of a face to face situation in a real laboratory

  13. Responses I wish we could have a hands-on laboratory session Oh I really don’t want to do this but I have to If I could choose, I would do residential schools instead

  14. Unexpected responses • Timings and coordination • Online discussions • Reliability of other students in collaborative work • Solitary nature of practical work

  15. Post study responses

  16. Criticisms of methodology • Self selecting group • Motivated by voucher • Honesty of response • Leading questions

  17. Continuing research • Scientific Investigations post-study interviews late April • Investigative and mathematical skills in Science post-study interviews late May • Broader questionnaire planned for next S141 presentation starting in October.

  18. Quantitative approach • Aim to use the interview responses to inform questionnaire design • Larger sample of students • Possibly higher response rate with questionnaire format

  19. Broader perspective • The Open University has an ongoing strategy to remain at the forefront of innovation in online distance learning. • Research should highlight student misconceptions about practical online science and will inform the design of new modules.

  20. Summary • Address hypothesis • Standard research methods • Diversity of responses • Key responses • Continuing research

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