ERIC Number: EJ1157930
Record Type: Journal
Publication Date: 2017-Dec
Abstractor: As Provided
Creation and Assessment of an Active e-Learning Introductory Geology Course
Sit, Stefany M.; Brudzinski, Michael R.
Journal of Science Education and Technology, v26 n6 p629-645 Dec 2017
The recent emphasis in higher education on both student engagement and online learning encouraged the authors to develop an active e-learning environment for an introductory geohazards course, which enrolls 70+ undergraduate students per semester. Instructors focused on replicating the achievements and addressing the challenges within an already established face-to-face student-centered class (Brudzinski and Sikorski 2010; Sit 2013). Through the use of a learning management system (LMS) and other available technologies, a wide range of course components were developed including online homework assignments with automatic grading and tailored feedback, video tutorials of software programs like Google Earth and Microsoft Excel, and more realistic scientific investigations using authentic and freely available data downloaded from the internet. The different course components designed to engage students and improve overall student learning and development were evaluated using student surveys and instructor reflection. Each component can be used independently and intertwined into a face-to-face course. Results suggest that significant opportunities are available in an online environment including the potential for improved student performance and new datasets for educational research. Specifically, results from pre and post-semester Geoscience Concept Inventory (GCI) testing in an active e-learning course show enhanced student learning gains compared to face-to-face lecture-based and student-centered courses.
Descriptors: Active Learning, Electronic Learning, Introductory Courses, Geology, College Science, Undergraduate Students, Integrated Learning Systems, Student Surveys, College Faculty, Reflection, Learner Engagement, Instructional Effectiveness, Achievement Gains, Science Achievement, Online Courses, Course Evaluation, Outcomes of Education, Assignments, Grading, Automation, Feedback (Response), Video Technology, Tutorial Programs
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Identifiers - Location: Ohio
Grant or Contract Numbers: EAR0847688