The document summarizes a study that compared the effects of four different modes of delivering biology lab content on students' academic achievement: 1) a physical lab with instructor presence, 2) a virtual lab with no instructor presence, 3) a virtual lab with instructor presence, and 4) a virtual lab with instructor presence and learner control. Quantitative results showed that while students' test scores improved significantly from pre-to-post-test, the delivery mode had no significant impact on scores. Qualitative focus groups explored students' experiences of instructor presence and learner control across the different delivery modes.
Extending upon the author's previous related research, this presentation: Summarizes relevant current research; describes how application of virtual labs and their affordances can provide differentiated instruction and facilitate achievement for special learning populations (e.g., gifted and talented and special education students) in STEM subjects; and offers related practice-based recommendations.
Instructor Presence and Learner Control as a Model for Instructional Differen...Jaime McQueen
Informed by STEM education and Instructional technology research, this interactive session: Describes and provides practice-based recommendation of how virtual STEM learning environment affordances differentiate instruction and facilitate achievement for special learning populations (e.g., gifted and talented and special education students).
This document provides an overview of a dissertation study that compared the effects of four different modes of biology lab delivery on academic achievement in non-majors undergraduate students. The four modes were: 1) a physical lab with instructor presence, 2) a virtual lab with no instructor presence, 3) a virtual lab with instructor presence, and 4) a virtual lab with instructor presence and direction for learner control of pace. The study used a mixed methods sequential explanatory design to measure the comparative effects of each mode on test scores, and to qualitatively explore student experiences of instructor presence and learner control. The results showed no significant differences in test scores between groups but indicated all students benefited from the labs. Student feedback revealed they valued aspects of different delivery
This is a poster presented at National University's Spring Symposium, showing the implementation of the Small World Initiative undergraduate research framework to NU microbiology courses. Preliminary student survey data are also shown.
1) Problem-based learning (PBL) began in 1969 at McMaster University and aims to have problems drive learning.
2) The study examined the effectiveness of PBL exercises on undergraduate pre-health students' understanding, learning retention, and communication skills.
3) Results showed that students scored higher on assessments of material taught via PBL compared to traditional lectures, and better retained PBL material over 60 days later. Students also generally had positive feedback about PBL exercises.
Simulations in physics class, classroom management, laboratory practice, student engagement, critical thinking, cooperative learning, teacher self-efficacy, and uses of simulations were examined to determine their ability to predict student performance and the percentage of students earning a B or higher according to high school physics teachers. A survey was administered to 84 physics teachers who were members of a teaching organization and had experience using simulations. Results from the survey were analyzed to address the research questions regarding the relationship between these variables and student outcomes.
Considering the increased learner variance and the failure of the ‘one-size-fits-all’ delivery system, technology differentiated instruction seems to be an ideal solution. This teaching philosophy enables educators to modify curricula, resources, learning tasks and products so as to meet students’ needs and abilities. In addition, the integration of technology in the foreign language classroom is considered beneficial for the development of students’ receptive skills; listening and reading comprehension. This study aims at presenting a systematic research conducted in a foreign language school in northern Greece. 100 students, aged 9-11, participated in the research, half of whom received differentiated instruction assisted with technology and constituted the experimental group and the other half, called control group, received traditional, non–differentiated instruction without integrating technology. The level of the students was A1-A2 according to the Common European Framework of Reference for Languages (CEFR). Data were collected through a needs analysis questionnaire, an interest inventory, a learning style inventory, a pre-, while-, and post- test. Students’ performance was determined through the tests. In addition, experimental students’ performance on listening and reading comprehension was also compared to their age and gender. Findings of the study showed that the experimental group outperformed the control group in terms of their reading and listening scores.
The document discusses a proposed dissertation study that will examine the effects of learner control and instructor presence on academic achievement in virtual biology labs. Specifically, it will compare student test scores and experiences across four conditions: a physical lab with instructor presence, a virtual lab with no presence, a virtual lab with instructor presence, and a virtual lab with presence and direction for learner control. A mixed methods sequential explanatory design will be used, collecting quantitative data on test performance and qualitative data from focus groups on student experiences. The results could inform science educators on the impacts of instructor presence and learner control in virtual versus physical labs.
Extending upon the author's previous related research, this presentation: Summarizes relevant current research; describes how application of virtual labs and their affordances can provide differentiated instruction and facilitate achievement for special learning populations (e.g., gifted and talented and special education students) in STEM subjects; and offers related practice-based recommendations.
Instructor Presence and Learner Control as a Model for Instructional Differen...Jaime McQueen
Informed by STEM education and Instructional technology research, this interactive session: Describes and provides practice-based recommendation of how virtual STEM learning environment affordances differentiate instruction and facilitate achievement for special learning populations (e.g., gifted and talented and special education students).
This document provides an overview of a dissertation study that compared the effects of four different modes of biology lab delivery on academic achievement in non-majors undergraduate students. The four modes were: 1) a physical lab with instructor presence, 2) a virtual lab with no instructor presence, 3) a virtual lab with instructor presence, and 4) a virtual lab with instructor presence and direction for learner control of pace. The study used a mixed methods sequential explanatory design to measure the comparative effects of each mode on test scores, and to qualitatively explore student experiences of instructor presence and learner control. The results showed no significant differences in test scores between groups but indicated all students benefited from the labs. Student feedback revealed they valued aspects of different delivery
This is a poster presented at National University's Spring Symposium, showing the implementation of the Small World Initiative undergraduate research framework to NU microbiology courses. Preliminary student survey data are also shown.
1) Problem-based learning (PBL) began in 1969 at McMaster University and aims to have problems drive learning.
2) The study examined the effectiveness of PBL exercises on undergraduate pre-health students' understanding, learning retention, and communication skills.
3) Results showed that students scored higher on assessments of material taught via PBL compared to traditional lectures, and better retained PBL material over 60 days later. Students also generally had positive feedback about PBL exercises.
Simulations in physics class, classroom management, laboratory practice, student engagement, critical thinking, cooperative learning, teacher self-efficacy, and uses of simulations were examined to determine their ability to predict student performance and the percentage of students earning a B or higher according to high school physics teachers. A survey was administered to 84 physics teachers who were members of a teaching organization and had experience using simulations. Results from the survey were analyzed to address the research questions regarding the relationship between these variables and student outcomes.
Considering the increased learner variance and the failure of the ‘one-size-fits-all’ delivery system, technology differentiated instruction seems to be an ideal solution. This teaching philosophy enables educators to modify curricula, resources, learning tasks and products so as to meet students’ needs and abilities. In addition, the integration of technology in the foreign language classroom is considered beneficial for the development of students’ receptive skills; listening and reading comprehension. This study aims at presenting a systematic research conducted in a foreign language school in northern Greece. 100 students, aged 9-11, participated in the research, half of whom received differentiated instruction assisted with technology and constituted the experimental group and the other half, called control group, received traditional, non–differentiated instruction without integrating technology. The level of the students was A1-A2 according to the Common European Framework of Reference for Languages (CEFR). Data were collected through a needs analysis questionnaire, an interest inventory, a learning style inventory, a pre-, while-, and post- test. Students’ performance was determined through the tests. In addition, experimental students’ performance on listening and reading comprehension was also compared to their age and gender. Findings of the study showed that the experimental group outperformed the control group in terms of their reading and listening scores.
The document discusses a proposed dissertation study that will examine the effects of learner control and instructor presence on academic achievement in virtual biology labs. Specifically, it will compare student test scores and experiences across four conditions: a physical lab with instructor presence, a virtual lab with no presence, a virtual lab with instructor presence, and a virtual lab with presence and direction for learner control. A mixed methods sequential explanatory design will be used, collecting quantitative data on test performance and qualitative data from focus groups on student experiences. The results could inform science educators on the impacts of instructor presence and learner control in virtual versus physical labs.
The study examined the effects of time limits on exam performance. 21 students completed a Stroop task under 3 conditions: no time limit, visual time limit, or audio time limit. Scores were based on correct responses. Results showed no significant difference in scores between the groups, suggesting time limits did not affect performance. Thus, the presence of a time limit did not impact scores on the Stroop task.
Formative assessment and increased student involvement increases grades in Bi...zoogran
Formative assessment and increased student involvement were found to increase grades in a biology gene technology course. A study found students had significantly higher grades on oral exams compared to written exams. Focus group interviews with former students sought to explain this finding. Students reported that defining their own assessment criteria and having variation in learning methods, such as labs, discussions, films and self-guided study, better engaged them in the material. While student involvement may not directly cause higher grades, variation in teaching approaches seems to be an important factor for students.
Jaime McQueen Virtual lab SERA presentation Jaime McQueen
The document summarizes a proposed study on the effect of virtual laboratory investigations on student achievement in biology. The study would use a mixed methods concurrent triangulation design with quantitative and qualitative components. Quantitatively, it would compare test scores of students using virtual labs in face-to-face, blended, and online course formats. Qualitatively, it would examine how student technology attitudes affect perceptions of virtual lab efficacy via surveys and focus groups. The goal is to explore how college students learn and construct knowledge using virtual biology labs to inform higher education practices. The work is still in progress and the methodology may be modified based on committee feedback.
Teachers evaluated the effectiveness of using the 5E instructional model for science education in Italy. They found that:
1) Teachers guided student engagement through questions and causing doubts, rather than direct teaching, helping students design experiments, analyze data, and clarify explanations.
2) Both teachers and students found the 5E model effective in improving understanding of environmental issues and stimulating interest and curiosity.
3) Teachers reported being autonomous in implementing modules, though some faced challenges setting up activities, and noted that more time was needed compared to traditional teaching methods.
This study investigated students' attitudes towards the three categories of questions in the WAEC practical chemistry examination: theory of practicals, qualitative analysis, and quantitative analysis. A questionnaire was administered to 50 secondary school chemistry students. ANOVA analysis revealed a significant difference in student attitudes towards the three categories. Post-hoc analysis showed students had the most positive attitude towards theory of practicals, followed by qualitative analysis, with quantitative analysis having the least positive attitude. The study aims to help improve student performance in practical chemistry by identifying areas of weaker attitude to target for encouragement and motivation.
This document presents a dissertation proposal that aims to examine how simulations in high school physics classes, along with classroom management strategies, laboratory practices, student engagement techniques, critical thinking approaches, cooperative learning strategies, and teacher self-efficacy, predict student achievement. The researcher intends to survey 300 high school physics teachers who are members of the American Modeling Teachers Association and use simulations in their teaching. The survey will assess these variables and their relationship to student performance as reported by teachers. The proposal provides background research to support each variable and describes the research questions, participants, instrumentation, and data analysis plan.
Lesson Study: Active Learning Using Typhoon for Grade 8 Science StudentsPaula Marie Llido
This document describes an action research study that implemented an active learning strategy in teaching typhoon concepts to 8th grade students in the Philippines. The study aimed to improve student performance and involved three cycles of lesson planning, implementation, and evaluation. Key findings included that student participation and test scores increased after using active learning activities such as role plays. The researchers concluded active learning was effective for teaching science and recommended its continued use by teachers.
Analysis of UFV Student Learning Patterns: Ratio of Instructor-Directed (In-C...BCcampus
Presentation by Samantha Pattridge and Hannah Peters (UFV)
Symposium 2017: Scholarly Teaching & Learning in Post-Secondary Education
The Symposium is an annual one-day event presented by the BCTLC and BCcampus that combines presentations, discussions, and networking with colleagues who share an interest in scholarly teaching and learning in post-secondary education.
When: Nov. 6, 2017
Where: Simon Fraser University – Harbour Centre, Vancouver, B.C., Canada
This document outlines a research project conducted by a group of students called "Lilies" on teacher perceptions and use of assessment. The group surveyed 22 teachers from various schools to determine what types of assessments they use and how they perceive assessment. The results showed that most teachers were familiar with and used placement, formative, summative, and performance-based assessments. However, fewer teachers understood or used rubrics. The group suggested providing teachers with more assessment tools and training to help expand their assessment practices.
1) The document reports on a case study that investigated high school students' use of vocabulary learning strategies (VLSs) and their perceptions of English vocabulary acquisition.
2) The study found that students were moderate users of VLSs, with asking teachers for translations and written/spoken repetition being the most common strategies. Interacting with native speakers and using labels/keyword methods were least used.
3) Students had positive perceptions of vocabulary learning and saw it as helpful for different English skills.
4) A positive correlation was found between students' use of VLSs and their perceptions of vocabulary acquisition.
This document discusses the use of rubrics to enhance student scientific writing skills. It provides examples of rubrics used to assess student work in biology, chemistry, geology, and physics. The document outlines benefits of using rubrics such as making learning criteria and standards visible to students. Data is presented comparing student performance and pass rates from 2013 to 2015, finding that use of rubrics corresponded with improved student marks and higher pass rates. However, strikes impacted student performance in 2015 and gains were not consistently observed that year. Overall, the document advocates for the use of rubrics in assessment as part of the teaching and learning process.
SCHOOL PHYSICS TEACHERS CLASS MANAGEMENT, LABORATORY PRACTICE, STUDENT ENGAGE...Muhammad Riaz
SCHOOL PHYSICS TEACHERS CLASS MANAGEMENT, LABORATORY PRACTICE, STUDENT ENGAGEMENT, CRITICAL THINKING, COOPERATIVE LEARNING AND USE OF SIMULATIONS EFFECTS ON STUDENT PERFORMANCE
The document describes a study that investigated using a Physics by Inquiry (PbI) lesson with a Java simulation to address students' misconceptions about Newton's First and Third Laws. Students were split into an experimental group that received the PbI lesson and a control group that received conventional instruction. Both groups took a pre-test and post-test on the topics. The study found a statistically significant improvement on the post-test for Newton's First Law in the experimental group compared to the control group, but no significant difference for Newton's Third Law. Feedback from focus groups was also generally positive about the interactive lesson, though it required more time.
Awareness, Perspectives and Practices on the Multifaceted Educational Pedagog...Jomar Aban
This document summarizes a research presentation given at the 59th World Assembly of the International Council of Education for Teaching on the topic of "Challenging Disparities in Education". Specifically, it examines awareness, perspectives and practices regarding multifaceted educational pedagogies at Don Mariano Marcos Memorial State University in the Philippines. Key findings include that respondents had moderate awareness of alternative pedagogies compared to high awareness of lectures. Age, education level and training impacted awareness. Respondents generally agreed with alternative pedagogies but lecture was most commonly practiced. The researchers concluded more faculty development is needed to increase awareness and adoption of alternative pedagogies.
This document reviews literature on teaching compressed summer courses. It aims to identify issues faculty and students face in these courses and determine adjustments made by experienced instructors. Students in compressed courses expect less time commitment and prefer depth over breadth. They find instructor enthusiasm and a student-oriented approach most important. While faculty have concerns about time spent and rigor, studies show learning outcomes are often better and instructor ratings comparable to full semester courses. A survey found most faculty receive no training for compressed courses and make adjustments to assignments and methods.
PHYSICS EDUCATIONAL TECHNOLOGY THAT EFFECTS ON STUDENT PERFORMANCEMuhammad Riaz
The findings of this study may promote interactive learning, connecting physical phenomena with practical training, enhance student learning, change of classroom environment, provide opportunities to review conceptual understanding of high school physics. Specifically, this research study may contribute to knowledge about computer simulations and to changes in science instruction in general.
Effects of Inquiry-Based Learning Strategies on Chemistry Students’ Conceptio...AJHSSR Journal
The study identified Senior Secondary School II (SS2) students’ misconceptions and determined
the effect of inquiry-based learning strategies: Investigate Discuss (ID), Predict-Discuss-Investigate-Discuss
(PDID) and Teacher Demonstration (TD) on students’ conceptual knowledge at macroscopic, microscopic and
symbolic levels in chemical kinetics and equilibrium. The pre-test post-test quasi experimental control group
design as adopted. 359 SS2 chemistry students were randomly sampled from nine public schools in Lagos
States, Nigeria. The validated Conceptual Knowledge Test (CKT) was easy test, structured to reflect the three
levels of conceptual knowledge was the major instrument for the study. There were operational guides for the
learning strategies which comprised eight practical activities that had same contents but different procedural
steps in their implementations. The mean, simple percentage and bar chat were used in analysing students
responses to pre-test and post-test of CKT. The study identified the students’ misconceptions in chemical
kinetics and equilibrium. The results indicated that the ID followed by the PDID was more effective in
promoting conceptual knowledge of microscopic and symbolic levels in chemical kinetics and equilibrium. The
ID and PDID learning strategies are recommended for chemistry teaching to improve students’ achievement in
conceptual knowledge at microscopic and symbolic levels of content representations in chemistry
The document proposes a study to survey and interview middle and high school science teachers and students about their perspectives on teaching controversial topics in science classrooms. It would examine whether more time needs to be spent on controversial issues and the best methods for teaching them. The study would also look at differences in opinions across science subject areas and grade levels. Key controversial topics mentioned include stem cell research, cloning, evolution, GMOs, and environmental issues.
Human Patient Simulator Network 2012 Presentation: Large Class Simulation in a day
How to successfully design a schedule and perform 2 simulations and debriefings for 120+ senior nursing students with 4 faculty and 4 simulators in a nine hour day.
The document summarizes a study examining the effectiveness of pre-exam review sessions in an undergraduate physiology course. Students completed pre- and post-review surveys to assess how helpful they found the sessions. Students who found the sessions helpful scored about 10% higher on exams on average than those who did not. Those who benefited were more self-aware of their exam preparation and content knowledge before the review. The study provides insight into improving review session delivery and effectiveness, though it had a small sample size and could be expanded in the future.
The study examined the effects of time limits on exam performance. 21 students completed a Stroop task under 3 conditions: no time limit, visual time limit, or audio time limit. Scores were based on correct responses. Results showed no significant difference in scores between the groups, suggesting time limits did not affect performance. Thus, the presence of a time limit did not impact scores on the Stroop task.
Formative assessment and increased student involvement increases grades in Bi...zoogran
Formative assessment and increased student involvement were found to increase grades in a biology gene technology course. A study found students had significantly higher grades on oral exams compared to written exams. Focus group interviews with former students sought to explain this finding. Students reported that defining their own assessment criteria and having variation in learning methods, such as labs, discussions, films and self-guided study, better engaged them in the material. While student involvement may not directly cause higher grades, variation in teaching approaches seems to be an important factor for students.
Jaime McQueen Virtual lab SERA presentation Jaime McQueen
The document summarizes a proposed study on the effect of virtual laboratory investigations on student achievement in biology. The study would use a mixed methods concurrent triangulation design with quantitative and qualitative components. Quantitatively, it would compare test scores of students using virtual labs in face-to-face, blended, and online course formats. Qualitatively, it would examine how student technology attitudes affect perceptions of virtual lab efficacy via surveys and focus groups. The goal is to explore how college students learn and construct knowledge using virtual biology labs to inform higher education practices. The work is still in progress and the methodology may be modified based on committee feedback.
Teachers evaluated the effectiveness of using the 5E instructional model for science education in Italy. They found that:
1) Teachers guided student engagement through questions and causing doubts, rather than direct teaching, helping students design experiments, analyze data, and clarify explanations.
2) Both teachers and students found the 5E model effective in improving understanding of environmental issues and stimulating interest and curiosity.
3) Teachers reported being autonomous in implementing modules, though some faced challenges setting up activities, and noted that more time was needed compared to traditional teaching methods.
This study investigated students' attitudes towards the three categories of questions in the WAEC practical chemistry examination: theory of practicals, qualitative analysis, and quantitative analysis. A questionnaire was administered to 50 secondary school chemistry students. ANOVA analysis revealed a significant difference in student attitudes towards the three categories. Post-hoc analysis showed students had the most positive attitude towards theory of practicals, followed by qualitative analysis, with quantitative analysis having the least positive attitude. The study aims to help improve student performance in practical chemistry by identifying areas of weaker attitude to target for encouragement and motivation.
This document presents a dissertation proposal that aims to examine how simulations in high school physics classes, along with classroom management strategies, laboratory practices, student engagement techniques, critical thinking approaches, cooperative learning strategies, and teacher self-efficacy, predict student achievement. The researcher intends to survey 300 high school physics teachers who are members of the American Modeling Teachers Association and use simulations in their teaching. The survey will assess these variables and their relationship to student performance as reported by teachers. The proposal provides background research to support each variable and describes the research questions, participants, instrumentation, and data analysis plan.
Lesson Study: Active Learning Using Typhoon for Grade 8 Science StudentsPaula Marie Llido
This document describes an action research study that implemented an active learning strategy in teaching typhoon concepts to 8th grade students in the Philippines. The study aimed to improve student performance and involved three cycles of lesson planning, implementation, and evaluation. Key findings included that student participation and test scores increased after using active learning activities such as role plays. The researchers concluded active learning was effective for teaching science and recommended its continued use by teachers.
Analysis of UFV Student Learning Patterns: Ratio of Instructor-Directed (In-C...BCcampus
Presentation by Samantha Pattridge and Hannah Peters (UFV)
Symposium 2017: Scholarly Teaching & Learning in Post-Secondary Education
The Symposium is an annual one-day event presented by the BCTLC and BCcampus that combines presentations, discussions, and networking with colleagues who share an interest in scholarly teaching and learning in post-secondary education.
When: Nov. 6, 2017
Where: Simon Fraser University – Harbour Centre, Vancouver, B.C., Canada
This document outlines a research project conducted by a group of students called "Lilies" on teacher perceptions and use of assessment. The group surveyed 22 teachers from various schools to determine what types of assessments they use and how they perceive assessment. The results showed that most teachers were familiar with and used placement, formative, summative, and performance-based assessments. However, fewer teachers understood or used rubrics. The group suggested providing teachers with more assessment tools and training to help expand their assessment practices.
1) The document reports on a case study that investigated high school students' use of vocabulary learning strategies (VLSs) and their perceptions of English vocabulary acquisition.
2) The study found that students were moderate users of VLSs, with asking teachers for translations and written/spoken repetition being the most common strategies. Interacting with native speakers and using labels/keyword methods were least used.
3) Students had positive perceptions of vocabulary learning and saw it as helpful for different English skills.
4) A positive correlation was found between students' use of VLSs and their perceptions of vocabulary acquisition.
This document discusses the use of rubrics to enhance student scientific writing skills. It provides examples of rubrics used to assess student work in biology, chemistry, geology, and physics. The document outlines benefits of using rubrics such as making learning criteria and standards visible to students. Data is presented comparing student performance and pass rates from 2013 to 2015, finding that use of rubrics corresponded with improved student marks and higher pass rates. However, strikes impacted student performance in 2015 and gains were not consistently observed that year. Overall, the document advocates for the use of rubrics in assessment as part of the teaching and learning process.
SCHOOL PHYSICS TEACHERS CLASS MANAGEMENT, LABORATORY PRACTICE, STUDENT ENGAGE...Muhammad Riaz
SCHOOL PHYSICS TEACHERS CLASS MANAGEMENT, LABORATORY PRACTICE, STUDENT ENGAGEMENT, CRITICAL THINKING, COOPERATIVE LEARNING AND USE OF SIMULATIONS EFFECTS ON STUDENT PERFORMANCE
The document describes a study that investigated using a Physics by Inquiry (PbI) lesson with a Java simulation to address students' misconceptions about Newton's First and Third Laws. Students were split into an experimental group that received the PbI lesson and a control group that received conventional instruction. Both groups took a pre-test and post-test on the topics. The study found a statistically significant improvement on the post-test for Newton's First Law in the experimental group compared to the control group, but no significant difference for Newton's Third Law. Feedback from focus groups was also generally positive about the interactive lesson, though it required more time.
Awareness, Perspectives and Practices on the Multifaceted Educational Pedagog...Jomar Aban
This document summarizes a research presentation given at the 59th World Assembly of the International Council of Education for Teaching on the topic of "Challenging Disparities in Education". Specifically, it examines awareness, perspectives and practices regarding multifaceted educational pedagogies at Don Mariano Marcos Memorial State University in the Philippines. Key findings include that respondents had moderate awareness of alternative pedagogies compared to high awareness of lectures. Age, education level and training impacted awareness. Respondents generally agreed with alternative pedagogies but lecture was most commonly practiced. The researchers concluded more faculty development is needed to increase awareness and adoption of alternative pedagogies.
This document reviews literature on teaching compressed summer courses. It aims to identify issues faculty and students face in these courses and determine adjustments made by experienced instructors. Students in compressed courses expect less time commitment and prefer depth over breadth. They find instructor enthusiasm and a student-oriented approach most important. While faculty have concerns about time spent and rigor, studies show learning outcomes are often better and instructor ratings comparable to full semester courses. A survey found most faculty receive no training for compressed courses and make adjustments to assignments and methods.
PHYSICS EDUCATIONAL TECHNOLOGY THAT EFFECTS ON STUDENT PERFORMANCEMuhammad Riaz
The findings of this study may promote interactive learning, connecting physical phenomena with practical training, enhance student learning, change of classroom environment, provide opportunities to review conceptual understanding of high school physics. Specifically, this research study may contribute to knowledge about computer simulations and to changes in science instruction in general.
Effects of Inquiry-Based Learning Strategies on Chemistry Students’ Conceptio...AJHSSR Journal
The study identified Senior Secondary School II (SS2) students’ misconceptions and determined
the effect of inquiry-based learning strategies: Investigate Discuss (ID), Predict-Discuss-Investigate-Discuss
(PDID) and Teacher Demonstration (TD) on students’ conceptual knowledge at macroscopic, microscopic and
symbolic levels in chemical kinetics and equilibrium. The pre-test post-test quasi experimental control group
design as adopted. 359 SS2 chemistry students were randomly sampled from nine public schools in Lagos
States, Nigeria. The validated Conceptual Knowledge Test (CKT) was easy test, structured to reflect the three
levels of conceptual knowledge was the major instrument for the study. There were operational guides for the
learning strategies which comprised eight practical activities that had same contents but different procedural
steps in their implementations. The mean, simple percentage and bar chat were used in analysing students
responses to pre-test and post-test of CKT. The study identified the students’ misconceptions in chemical
kinetics and equilibrium. The results indicated that the ID followed by the PDID was more effective in
promoting conceptual knowledge of microscopic and symbolic levels in chemical kinetics and equilibrium. The
ID and PDID learning strategies are recommended for chemistry teaching to improve students’ achievement in
conceptual knowledge at microscopic and symbolic levels of content representations in chemistry
The document proposes a study to survey and interview middle and high school science teachers and students about their perspectives on teaching controversial topics in science classrooms. It would examine whether more time needs to be spent on controversial issues and the best methods for teaching them. The study would also look at differences in opinions across science subject areas and grade levels. Key controversial topics mentioned include stem cell research, cloning, evolution, GMOs, and environmental issues.
Human Patient Simulator Network 2012 Presentation: Large Class Simulation in a day
How to successfully design a schedule and perform 2 simulations and debriefings for 120+ senior nursing students with 4 faculty and 4 simulators in a nine hour day.
The document summarizes a study examining the effectiveness of pre-exam review sessions in an undergraduate physiology course. Students completed pre- and post-review surveys to assess how helpful they found the sessions. Students who found the sessions helpful scored about 10% higher on exams on average than those who did not. Those who benefited were more self-aware of their exam preparation and content knowledge before the review. The study provides insight into improving review session delivery and effectiveness, though it had a small sample size and could be expanded in the future.
MSUD UG Rsrch Day Apr 2016 - Rsch prnstn UPDATED 4-21-16 v4Johnny Sandoval
The researchers conducted a study to evaluate different multi-modal educational resources and strategies for teaching human anatomy. They hypothesized that more interactive lab activities would improve student engagement, knowledge acquisition, and skills. Students used modeling, dissection, and 3D systems during labs and engaged in independent learning, peer teaching, and peer learning. Surveys and observations found that students preferred more hands-on interactive activities like modeling and dissections over 3D systems. The researchers concluded that making activities more engaging, providing better initial instruction for challenging activities, and allowing for repetition could improve learning in the labs.
Eight critical themes emerged from the literature review on debriefing techniques:
1) Frameworks for simulation are best situated in experiential learning and focus on the teacher guiding student reflection.
2) Research supports debriefing alone can be as impactful as augmented debriefing using audio/visuals.
3) Positive change in student reasoning is associated with high quality debriefing, though standardizing grading of reflective questions could help faculty.
4) Commonly used debriefing tools are video recordings and questioning students immediately after scenarios to encourage reflection on actions.
The research examined the effectiveness of activities collaborative group poster strategy and on academic achievement of senior secondary school students on genetics concept in Dawakin-kudu Educational Zone Kano State, Nigeria. The study has three research objectives guided by three research questions and three hypotheses.
This slide deck was presented at CNX 2014 in Houston, USA on 1 April 2014 as part of the "Student Efficacy: Are they Learning?" rapid fire panel. It contains preliminary research findings on educators and students using OpenStax College open textbooks.
Final, updated research findings can be found in the slide deck "The Impact of Open Textbooks in the USA and South Africa..." and via http://oerresearchhub.org
This slide deck was presented at CNX 2014 in Houston, USA on 1 April 2014 as part of the "Student Efficacy: Are they Learning?" rapid fire panel. It contains preliminary research findings on educators and students using OpenStax College open textbooks.
Final, updated research findings can be found in the slide deck "The Impact of Open Textbooks in the USA and South Africa..." and via http://oerresearchhub.org
Pre & Post- Lab Scaffolding in HE STEM - ViCE PHEC 2016 J Evans, S Rayment, K...Jennifer Evans
Slides from our presentation at Variety in Chemistry Education and Physics Higher Education Conference, 2016 (Southampton).
These slides cover our nationwide survey regarding the use of pre and post lab work to scaffold lab experience.
The document discusses a study examining why some students succeed while others struggle in Human Anatomy class. Surveys were given to students who passed with a C or better (control group) and those repeating the class (experimental group). The results showed that both groups had similar study methods and times. However, the experimental group attended class less frequently, with 54% attending nearly every class compared to 74% of the control group. While poor performance was assumed to be from lack of studying, the study found underlying causes may be related to class format and learning styles not being addressed for struggling students.
Translating research experiences to employability skills: using evidence to m...Kirsten Zimbardi
Invited presented for the 2015 Australasian Pharmaceutical Science Association (APSA) and Australian Society for Clinical and Experimental Pharmacology and Toxicology (ASCEPT) Joint Scientific Meeting (Hobart, Tasmania).
Abstract:
All graduates need the skills and habits of mind to solve the complex, unstructured problems they will face in the 21st Century workforce (Bybee & Fuchs, 2006). In science, analysing technical literature, identifying conflicts and gaps, developing relevant, testable hypotheses, collecting and analysing the evidence to these hypotheses, and putting forward reasonable, specific and qualified conclusions, is our bread and butter – the basis of scientific reasoning (Kuhn & Pease 2008). Research experiences and inquiry-based curricula aim to help undergraduate students develop these habits of mind and cognitive skills (Zimbardi & Myatt, 2012). In our inquiry-based curricula we have documented the development of students’ scientific reasoning skills (Zimbardi et al., 2013) and their understanding of the contestable nature of scientific knowledge (Zimbardi et al., in press). We have also developed a series of meta-cognitive assessment items which have reveal students’ ability to translate these learning outcomes into employability skills. Specifically, undergraduate biomedical science students in their final semester are provided with a job interview scenario and asked behavioural questions (e.g “Tell me about a time when you successfully used your scientific problem skills”) and hypothetical questions (e.g “Suggest a potential approach for investigating this issue…”). Students’ responses to these open-ended questions have revealed the diverse skill levels amongst the cohort in translating educational experiences to workplace situations. Notably, we have found several underlying assumptions and misconceptions that hinder students’ articulation of their employability skills, as well as useful models of specific, evidence-based, and convincing, approaches to answering such questions.
Bybee RW & Fuchs B (2006) J Res Sci Teach 43(4): 349–352.
Kuhn D & Pease M (2008) Cogn Instruct 26: 512–559.
Zimbardi K et al (2013) Adv Physiol Educ 37 (4): 303-15.
Zimbardi K et al (in press) IJISME
Zimbardi K & Myatt P (2012) SHE 39 (2): 233-250
1. The study investigated the effectiveness of Student Team-Achievement Divisions (STAD) and Group Investigation (GI) cooperative learning techniques on improving reading comprehension in college students compared to conventional instruction.
2. 90 female students participated in the study and were assigned to STAD, GI, or conventional instruction groups. All groups received a 16 session, 45 minute reading program.
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"You Can’t Do That! Teaching Science Online with Real Laboratory Equipment" by Dan Branon at the Colorado Adult Learners Symposium, July 30th, 2014
NANSLO: North American Network of Science Labs Online http://wiche.edu/nanslo
This document outlines a pilot project to develop a simulation laboratory to improve quality and safety instruction for senior nursing students. The project introduced students to simulation scenarios focusing on cardiopulmonary resuscitation. Students participated in an introductory simulation session and skills evaluation. Feedback was collected through a survey, and results suggested students felt more confident in their skills and comfortable with simulation after the sessions. The project provides a framework for evidence-based simulation implementation that can be used by other institutions.
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How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
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How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
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Jaime McQueen doctoral defence powerpoint 2_24_17
1. The Effects of Biology Lab Delivery Mode on Academic
Achievement in College Biology
Jaime Ann McQueen
College of Education and Human Development
Texas A&M University- Corpus Christi
February 24, 2017
2. Context
Physical Labs (PLs):
• Offer limited provision of learner control as they are constrained by very specific
instructions, time and scheduling concerns, and limited opportunities for repetition
(Brinson, 2015).
• Instructor presence, where learners are able to communicate, ask questions, and receive
guidance from instructors during a course or lab has been shown to enhance student
learning and understanding of course and laboratory content (De Jong, Linn, & Zacharia,
2013; Picciano, 2002; Stuckey-Mickell & Stuckey-Danner, 2007).
Virtual Labs (VLs):
• Students are actively in control of interaction with simulated lab equipment and
experiments, pacing, repetition, and their own learning (Pyatt & Sims, 2012).
• Communication between instructors and students is critical to students’ success in online
learning environments, immediacy may be lacking in distance based learning (Crippen et
al., 2013; De Jong et al., 2013; Dunlap, Verma, & Johnson, 2016; Jaggars, Edgecombe,
& Stacey, 2013; Picciano, 2002).
3. Theoretical Framework
Instructor Presence and Learner control
• Instructor presence: includes specific levels of guidance provided
by instructors which promote successful student learning in
Science, Technology, Engineering and Mathematics (STEM)
subjects (Ahmed & Hasegawa, 2014; Chen et al., 2016; Pedersen
& Irby, 2014; Smith, 2015; Zacharia et al., 2015).
• Learner control: learners take responsibility for the pace, repetition,
and sequence of content in learning environments (Dede, 2009;
Hanafin, 1984; Simsek, 2012).
4. Study Purpose
Quantitative
• The purpose of this study was to test the hypotheses that there would be statistically
significant differences in non-majors college biology students’ learning as measured by
scores on a post-test administered immediately following lab completion and after a one
week delay due to the comparative effects of four different modes of biology lab
treatments
Qualitative
• The purpose of this study was to qualitatively explore how non-majors college biology
students describe their experiences of instructor presence and learner control of pace
and repetition in each of four lab treatments.
5. Literature Review
The Impact of Physical and Virtual Labs on Students' Achievement
Achievement in physical labs is less than
virtual labs
• (Finkelstein et al., 2005; Gilman, 2006;
Stuckey-Mickell & Stuckey-Danner, 2007;
Swan & O’Donnell, 2009; Zacharia, 2007;
Zacharia et al., 2008)
Achievement in physical labs is greater than
virtual labs
• (Corter et al., 2011; Dalgarno et al., 2009)
Achievement in physical labs is equivalent to
virtual labs
• (Darrah et al., 2014; Tatli & Ayas, 2013;
Triona & Klahr, 2003; Zacharia &
Olympiou, 2011)
Gaps in current research • (Pedersen & Irby, 2014; Richardson et al.,
2015; Stuckey-Mickell & Stuckey-Danner,
2007; Zacharia, 2007; Zacharia et al.,
2008; Zacharia et al., 2015)
6. Literature Review
The Impact of Instructor Presence and Learner Control on Students' Achievement
The impact of instructor presence on students’
achievement in physical labs
• Positive (De Jong et al., 2013; Klahr & Nigam,
2004; Picciano, 2002; Stuckey-Mickell & Stuckey-
Danner, 2007)
The impact of instructor presence on students’
achievement in virtual labs
• Positive (Adams et al., 2009; Chamberlain et al.,
2014; Jonassen, 2000; Jonassen, 2001; Merrill,
1999; Podolefsky et al., 2013; Zacharia et al.,
2015)
• Negative (Chamberlain et al., 2014; Chang et al.,
2008)
The impact of learner control on students’
achievement in physical labs
• Positive (Hofstein et al., 2005; NRC, 2006;
Zacharia et al., 2015)
• Negative (Josephsen & Kristensen, 2006; NRC,
1997)
The impact of learner control on students’
achievement in virtual labs
• Positive (Bhargava et al., 2006; Honey & Hilton,
2011; Lee et al., 2010; Smetana & Bell, 2012)
• Negative ( Pedersen & Irby, 2014)
Gaps in current research • (Dede, 2009; Darrah et al., 2014; Flowers, 2011;
Picciano, 2002; Stuckey-Mickell & Stuckey-
Danner, 2007; Zacharia, 2007; Zacharia et al.,
2008; Zacharia et al., 2015)
7. Literature Review
Students’ Experiences of Instructor Presence and Learner Control in Physical and Virtual Labs
Students’ experiences of instructor presence in
physical labs
• Positive (Bhargava et al., 2006; Gilman, 2006; Stuckey-
Mickell & Stuckey-Danner, 2007)
Students’ experiences of instructor presence in
virtual labs
• Positive (Johnson, 2002; Lim et al., 2008)
• Negative (Gilman, 2006; Stuckey-Mickell & Stuckey-
Danner, 2007)
Students’ experiences of learner control in
physical labs
• Positive (Chen et al., 2014; Domin, 1999; Toth et al.,
2009)
• Negative (Chen et al., 2014; Corter et al., 2007; NRC,
1997)
Students’ experiences of learner control in virtual
labs
• Positive (Bhargava et al., 2006; Lee et al., 2010; Parker &
Loudon, 2012; Pyatt & Sims, 2012; Swan & O’Donnell,
2009; Thompson et al., 2010; Toth et al., 2009)
• Negative (Chen et al., 2014; Pedersen & Irby, 2014;
Stuckey-Mickell & Stuckey-Danner, 2007)
Gaps in current research • (NRC, 2006; Lee et al., 2010; Puttick, Drayton, & Cohen,
2015; Richardson et al., 2015)
8. Research Questions & Hypotheses
The quantitative and qualitative research questions that guided the study are as follows:
Quantitative
1. What are the comparative effects of four levels of biology lab delivery on non-majors college biology
students’ test scores immediately following completion of a lab, and after a one week delay? The four
levels compared are:
a. a physical based lab with instructor presence (PL),
b. a virtual lab with no instructor presence (VL),
c. a virtual lab with instructor presence (VLIP) , and
d. a virtual lab with instructor presence and direction for learner control of pace and repetition beyond
lab time (VLIPLC).
Qualitative
1. How do non-majors college biology students describe their experiences of instructor presence and
learner control of pace and repetition in each of the four treatments?
Three alternate hypotheses were tested:
1) main effect of four modes of biology lab delivery .
2) main effect time measured by pre-test, post-test, one-week delayed post-test.
3) mode of lab delivery by time interaction effect.
9. PL Group VL Group VLIP Group VLIPLC Group
Instructor Presence Instructor is
available in
person to answer
questions and to
help with lab
No IP
Instructor is virtually
available as needed
and encourages
student contact for
help with lab
Instructor is virtually
available as needed and
encourages student
contact for help with lab
Learner Control Student follows
lab manual for 50
mins.
Student
follows lab
manual at
their own
pace
Student follows lab
manual at their own
pace
Student follows lab
manual at their own pace
and is encouraged to
repeat the processes
Directed
LC
Operational Definitions Table
Table 1. Operational Definitions Table
10. Method
Quantitative Study Participants
Non-probability sampling was used to select student participants enrolled in four sections of
a college level undergraduate introductory biology course (BIOL 1308) at a south Texas
University during the fall 2016 semester. Each of the four sections was randomly assigned
to a lab delivery mode treatment.
• PL- (n=21)
• VL- (n=25)
• VLIP- (n=22)
• VLIPLC-(n=24)
• The majority of the participants were 18-24 years old (92.40%), were female (55.40%),
and were sophomores (54.20%). With respect to ethnicity, (44.60%) were white,
(33.70%) Hispanic, and (13.00%) African American.
11. Method
Qualitative Study Participants
All focus group and interview participants were students enrolled in four sections of a college
level undergraduate introductory biology course (BIOL 1308) at a south Texas University
during the fall 2016 semester. Participants were selected from the pool of students who
consented to being audio-recorded, all qualitative participants completed the quantitative
portion of the study.
Focus Groups
PL-(n=5)
VL-(n=4)
VLIPLC-(n=5)
Interview
VLIP-(n=1)
• The majority of the participants were 18-24 years old (93.33%), were female (73.33%),
and were sophomores (66.67%). With respect to ethnicity, (46.67%) were white,
(40.00%) Hispanic, (6.67%) African American, and (6.67%) other ethnicity.
12. Research Design
• Sequential explanatory mixed methods (Creswell, 2014; Creswell & Plano
Clark, 2006; Creswell et al., 2003)
• Quasi-experimental study, lacks the random sampling of a true experiment
(Shadish, Cook, & Campbell, 2002).
Figure 1. Sequential Explanatory Design
13. Research Design
Pre-Test Treatment Immediate Recall
Post-Test
Delayed Recall
Post-Test
PL Group y X1 y y
VL Group y X2 y y
VLIP Group y X3 y y
VLIPLC Group y X4 y y
Quantitative
• 4 X 3 repeated measures split plot design
• Independent variable: Four different modes of biology lab delivery
• Dependent variable: Performance on post-tests (immediate, delayed)
Table 2. Research Design
14. Research Design
Qualitative
• Focus groups and Interview
–Semi-structured
–30 minutes in duration each
• Three focus groups, one for each of the PL, VL, VLIPLC lab delivery modes
• One interview for VLIPLC lab delivery mode
• Given after quantitative data collection
• Enhanced quantitative findings by exploring students’ experiences learning
using instructor presence and learner control in physical and virtual labs.
15. Materials
Quantitative
• Prior to lab activities all students received a 90 min course lecture on mitosis and
meiosis, delivered by the researcher.
PL Group
• Pre-Lab Tutorial: Pre-lab guidance and directions given by TA.
• Lab Activity (50 mins): Exercises 6.1 The Cell Cycle & 6.2 Meiosis (Pendarvis & Crawley,
2016)
• Instructor contact and affordances sheet: Detailed the affordance of instructor presence
through having an instructor physically available to answer questions, provided contact
information for the researcher, course instructor, and TA.
VL Groups
• Pre-Lab Tutorial: Computer based introductory tutorial provided by Sapling Learning that
acquainted students with the virtual lab interface.
• Lab Activity (50 mins): Mitosis & Meiosis (Sapling Learning, General Biology, 2016).
• Instructor contact and affordances sheets: Gave description of affordances of each VL
delivery mode, provided contact information for the researcher, course instructor, and TA.
16. Mitosis and Meiosis Interactive
Figure 2. Screen shot of
Mitosis and Meiosis
Interactive question (a) the
hint provided (b) and question
feedback (c). Copyright 2017
Sapling Learning.
17. Materials
Qualitative
Researcher developed focus group and interview protocols (Jonassen, Tessmer, &
Hannum, 1999)
• Served to explain the results from the initial quantitative study (Creswell, 2014;
Creswell & Plano Clark, 2006; Creswell et al., 2003)
• One for each lab delivery mode
• Nine lead questions each
• Sample questions:
“How did the lab help you to learn biology content?”
“How many times did you repeat the lab and how?”
“Did you seek or receive help from your instructor while completing
the virtual lab, if so, how?”
18. Instrumentation
Quantitative
• The researcher designed three equivalent, matched, test forms on the topic of meiosis
and mitosis to measure students’ academic achievement.
– 30 item multiple-choice pre-test administered prior to lab delivery.
– 30 item multiple-choice immediate recall post-test given immediately following delivery of
labs.
– 30 item multiple-choice delayed recall post-test given one week following lab completion.
Questions were selected from previously published test banks from Openstax Biology
and Concepts of Biology, published by Rice University.
• Reliability (Cronbach’s α):
– Summer II Pilot: Pre-Test (.71), Immediate Post-Test (.81), One-week Delayed Post-Test (.84)
– Study: Pre-Test (.62), Immediate Post-Test (.76), One-week Delayed Post-Test (.81)
• Matching and equivalence of each test item across the pre-test and post-tests was
ensured through correlation of unique question ID numbers and difficulty scales provided
as part of the test banks.
19. PL
Group
VL Group VLIP Group VLIPLC Group
10/10-10/17, 2016
Obtained study consent y y y y
10/17-10/18, 2016
Participated in the pretest y y y y
Received content lecture
(90 mins)
y y y y
10/19-10/20, 2016
1.Received lab tutorial y y y y
2.Completed lab treatment PL VL VLIP VLIPLC
3.Immediate Post-Test y y y y
10/26-10/27, 2016
Delayed Post-Test y y y y
10/31-11/01, 2016
Focus Group y y y y
Data Collection & Procedure
Table 3. Data Collection and Procedure
20. Quantitative Data Analysis
Quantitative
• Pre-experimental equivalence was assumed, a 4x3 repeated
measures ANOVA was conducted (Huck, 2000; Urdan, 2010).
• IBM (SPSS) v. 23.
• The mean difference effect sizes were computed to examine
practical significance of the findings.
21. Qualitative Data Analysis
Qualitative
• Focus group data was audio recorded using the voice memo feature of an
iPhone 6.
• Audio data was transcribed verbatim into Microsoft word and sorted into
codes, categories, and themes using MAXQDA 11.
• Researcher took analytic memos, as suggested by Saldana (2009).
• First cycle coding: structural coding, Second cycle coding: magnitude coding
(Saldana, 2009).
• Qualitative findings were integrated with the quantitative results of the study
to describe students experiences of the affordances of IP and LC in biology
labs
Methodological Framework
• Interpretivism (Crotty, 1998)
23. Quantitative Results
• The time effect was statistically significant, F(2,176) =148.65, p < 0.01.
• The mode of the delivery effect was not statistically significant, F(3,88) = 0.38, p = 0.76.
• The interaction effect of the mode of delivery and time was not statistically significant,
F(6,176) = 1.51, p = 0.18.
Table 5.
Mode of Delivery by Time ANOVA Summary Table
24. Quantitative Results
• Mean difference effect sizes were computed to examine practical significance of the
findings.
– Pre-Test to Immediate post-test effect size range: 0.99-2.00
– Immediate post test to One-week delayed post-test effect size range: -0.25-0.44
– Pre-Test to One-week delayed post-test effect size range: 1.23-1.71
*Note: 0.20 = small effect, 0.50 = medium effect, and > 0.80 = large effect (Cohen, 1988)
Table 6.
Mean Difference Effect Sizes
25. Quantitative Results
Quantitative
• All groups learned significantly from the pre-test to the immediate post-test, and from the
pre-test to the one-week delayed recall post-test. Scores remained constant between the
immediate post-test and one-week delayed post-test.
• The mode of delivery effect was not significant, all students performed equivalently well,
regardless of lab delivery mode.
• Small sample sizes (low power) was acknowledged as mode of delivery effect and mode
of delivery x time effect were not statistically significant. Output analysis revealed sample
sizes of (n=30) per group would have yielded a statistically significant interaction effect
26. Qualitative Results
Table 7.
Themes and Categories for Students’ Experiences
Theme 1: Instructor Presence
•Instructor-Student Communication
•Instructor Guidance
Theme 2: Learner Control
•Repetition
•Pacing
•Time Spent Learning
•Access To Guidance as Needed
Theme 3: Unique Laboratory Experiences
•Students’ Insight into Learning
•Students’ Suggestions to Improve Labs
• An analysis of the data from the interview and the three focus groups resulted in
three themes and eight categories. A summary is provided in Table 7 below.
27. Qualitative Results
Table 8.
Select Focus Group and Interview Student Responses
Instructor Presence Learner Control Unique Lab Experiences
PL Group “She was walking around, and if she
saw you looked like you needed
help, then she would help you”
“There is no point [to review]
when we move on to
something else next week”
“It felt kind of rushed”
“There’s not enough microscopes”
“I am not really ‘getting it’”
“I’d want a longer amount of time”
“It’d be cool if you could actually
‘see’ the cells”
VL Group “Yeah, the lecture and the virtual lab,
that was perfect”
“I liked how it was individually
paced”
“It gave me information
instead of ‘just pictures’”
“I liked how it showed [cellular]
movement”
“I think I got what I needed from
the virtual lab personally”
VLIP Group “Some learners are better guided by
a presence”
“I just kind of ‘one-shotted’ it
for the most part”
“I personally think that it's very
helpful, just needs polishing is all”
VLIPLC Group “I liked having an instructor there too,
just in case I had questions”
“ I referred to the animations
quite often”
“I could do it how I want to do
it”
“I was fine with the virtual lab and
seeing it the animation way“
“I like it better than the regular lab”
28. Discussion
Quantitative
• Time effect: The improvement in scores from the pre-test to immediate post-test and
from the pre-test to one-week delayed post-test indicates students in all groups learned
significantly. The lack of statistically significant change in scores between the immediate
post-test and one-week delayed post-test indicates students retained knowledge.
• Mode of delivery effect: The equivalent performance among students in all lab delivery
modes indicates that virtual labs can produce learning outcomes equivalent to physical
labs (Darrah et al., 2014; Tatli & Ayas, 2013; Triona & Klahr, 2003; Zacharia & Olympiou,
2011).
• Meaningful effect sizes: Indicate that lack of a statistically significant interaction effect is
due to the small sample sizes of the groups (low power).
• Had students used the affordances of instructor presence and learner control they may
have seen greater learning and achievement between the immediate post-test and one-
week delayed post-test.
29. Discussion
Qualitative
PL Group
• Appreciated having a physically available instructor
• Felt constrained by lack of microscopes and lab equipment
• Wanted more time to review lab content
VL Groups
• Enjoyed being able to go at their own pace, repeat the lab, and look at cell animations.
• Appreciated when an instructor was present, but didn’t feel it was necessary to learn.
• Enjoyed not having to “mess with complicated lab equipment”
• Expressed some confusion related to the hints and feedback provided by the virtual lab.
• Students in all lab delivery modes felt their lab was beneficial to their learning!
• Despite the ‘glitches’ of physical and virtual labs, students can be positive of their
laboratory learning experiences, thanks to helpful instructors and well designed VLs with
embedded guidance.
30. Discussion
Instructor Presence and Learner Control
Quantitative
• Students in PL, VLIP, and VLIPLC group made use of instructor presence during lab
time, but not in the week following.
• Students in VL, VLIP, and VLIPLC groups made use of learner control during lab time,
but not in the week following.
Qualitative
• Students expressed they did not use instructor presence after the lab due to the rapid
pacing of the semester “we’re moving on to something different next week”
• Students expressed they did not use learner control and repeat the virtual lab, because
they “had a course biology test for a grade” that week.
• As instructional designers, researchers, and curriculum publishers, we should continue to
support our students during their labs. Additionally, we should continue to research best
practices in laboratory teaching and find new ways to deliver supportive labs to our
students.
Students need to be actively encouraged to use instructor presence and learner
control
31. Significance of the Study
Findings from this study will inform science educators regarding the effects of
instructor presence which is afforded in physical labs and learner control which
is afforded in virtual labs.
Virtual Labs can:
• Expand science education options for college students.
• help online learners, non-science majors students, students with disabilities.
This research will help inform the fields of higher education, curriculum and
instruction, and instructional design.
• Virtual lab research is timely and relevant (Darrah et al., 2014; Johnson,
2002; Miller, 2008).
I intend to share my study and findings with institutions of higher learning,
curriculum publishers, and all other parties interested in the utility of virtual
laboratories.
32. Limitations and Delimitations
Limitations
• The study was limited by small sample sizes: (n=92) out of (N=98) completed the
quantitative study. (n=15) out of (N=63) participated in qualitative study focus groups.
• Treatments had to follow scope and sequencing of course syllabus
Delimitations
• Due to time and scheduling constraints, the delayed learning outcomes were measured
after one week
• Each lab treatment only lasted for a duration of 50 minutes
• Only one lab treatment was used for the PL and VLs
• The researcher selected the questions for each of the three tests. The tests were difficult,
the highest student score overall was an 87%
33. Implications for Further Research
• Need for further study of PLs and VLs in college biology (Flowers, 2011; Ma & Nickerson,
2006)
• Further study of impact of instructor presence on students’ learning and achievement in
PLs and VLs (Dixson, 2010; Richardson et al., 2015; Stuckey-Mickell & Stuckey-Danner,
2007; Watson et al., 2016)
• Further study exploring students’ learning experiences using instructor presence in PLs
and VLs (Humphries, 2007; Richardson et al., 2015; Robinson, 2012; Stang & Roll,
2014).
• Further study on impact of learner control on student achievement in PLs and VLs
(Brown et al., 2016; Chamberlain et al., 2014; Chang et al., 2008; Zacharia et al., 2008)
• Further study exploring students’ learning experiences using learner control in PLs and
VLs (Lee et al., 2010; NRC, 2006; Puttick et al., 2015)
34. Implications for Further Research
• Need for future studies which explore how to encourage students to use affordances
provided by physical and virtual laboratories to assist in their learning (Dede, 2009; De
Jong et al., 2013).
• Future studies are needed to measure students’ achievement and experiences in PLs
and VLs over an entire course.
• Need for future studies which compare students achievement and lab experiences
between majors and non-majors courses (Hallyburton & Lunsford, 2013).
• Need for studies that measure students’ achievement and experiences, where use of the
affordances of instructor presence and learner control is more actively encouraged. This
may be accomplished by:
• Integrating affordance use as a graded component of the course
• Instructors giving frequent reminders to use the affordances
• Instructors promoting learning benefits and relevance of affordances to students’ learning
• Integrating VLs as a study tool for the course
35. Implications for Theory
Implications for Instructional Design
Instructor Presence
• The study contributed to the theory of design and implementation of PLs and VLs (Ahmed &
Hasegawa, 2014) .
• Students can learn without an instructor being physically present, due to VLs provision of
guidance.
• Guidance embedded in VLs must be clear, easy to use, and well designed.
• Instructional designers and educators should rethink their conception and definition of instructor
presence, VLs can deliver presence (De Jong et al., 2013; Merrill, 1999; Podolefsky, Moore, &
Perkins, 2013)
Learner Control
• Instructional designers, curriculum developers, and educators should explore new ways to
encourage students' use of the learner control offered by VLs, especially since learner control is
linked to increased student achievement (Finkelstein et al., 2005; Swan & O' Donnell, 2009;
Zacharia, 2007).
• Finally, to inform the design and development of PLs and VLs, further studies exploring and
encouraging students' use of learner control in these environments are necessary (Yaman et al.,
2008; Zacharia et al., 2015).
36. Implications for Theory
Implications for STEM Education
Instructor Presence
• Students in PL did not initiate instructor student communication, they waited for the TA’s
guidance
• Educators in PL environments should: actively monitor students during laboratory
investigations, check for understanding, and initiate communication as needed (NRC,
1996).
Learner Control
• Students in the PL group had the ability to control their learning through accessing
available guidance from the instructor as necessary, however they only did so when the
TA asked them questions and provided guidance to check for their understanding.
• Educators should actively support and encourage students' questioning in PL
environments as they may be hesitant to seek guidance own their own (NRC, 1996;
NRC, 1997).
37. Implications for Practice
"How can instructors further encourage students to take advantage of the
affordances of instructor presence and learner control?“
• Need for further study in online virtual lab environments (Campen, 2013; Flowers, 2011;
Reese, 2013; Stuckey-Mickell & Stuckey-Danner, 2007)
• Such studies would:
– Establish effectiveness of VLs as a learning tool
– Inform potential adopters, instructional designers, and curriculum or academic
researchers
• There is a need for further practice to actively ensure that students are taking advantage
of the benefits of instructor presence and learner control.
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41. Special Thanks
I just wanted to give a huge special “Thank You” to the following people for
helping me on my PhD Journey:
•Dr. Lauren Cifuentes
•Dr. Tonya Jeffery
•Dr. Kamiar Kouzekanani
•Dr. Stephen Rodriguez
•Dr. Sara Baldwin
My amazing husband William McQueen <3
And my friends and family
I couldn’t have done this without all of your encouragement and support!