ERIC Number: EJ1175644
Record Type: Journal
Publication Date: 2018-Jun
Abstractor: As Provided
Effectiveness of an Asynchronous Online Module on University Students' Understanding of the Bohr Model of the Hydrogen Atom
Farina, William J., Jr.; Bodzin, Alec M.
Journal of Science Education and Technology, v27 n3 p256-269 Jun 2018
Web-based learning is a growing field in education, yet empirical research into the design of high quality Web-based university science instruction is scarce. A one-week asynchronous online module on the Bohr Model of the atom was developed and implemented guided by the knowledge integration framework. The unit design aligned with three identified metaprinciples of science learning: making science accessible, making thinking visible, and promoting autonomy. Students in an introductory chemistry course at a large east coast university completed either an online module or traditional classroom instruction. Data from 99 students were analyzed and results showed significant knowledge growth in both online and traditional formats. For the online learning group, findings revealed positive student perceptions of their learning experiences, highly positive feedback for online science learning, and an interest amongst students to learn chemistry within an online environment.
Descriptors: Web Based Instruction, Educational Technology, Technology Uses in Education, Science Instruction, Asynchronous Communication, Learning Modules, Introductory Courses, College Science, Chemistry, Conventional Instruction, Comparative Analysis, Online Courses, Knowledge Level, Instructional Effectiveness, Student Attitudes, Feedback (Response)
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education
Authoring Institution: N/A
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