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Experiences of Students and Faculty ...

Cardona, Cristina M.

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Experiences of Students and Faculty in Online Physical Science Courses at a Community College.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Experiences of Students and Faculty in Online Physical Science Courses at a Community College./
作者:	Cardona, Cristina M.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
面頁冊數:	157 p.
附註:	Source: Dissertations Abstracts International, Volume: 82-02, Section: A.
Contained By:	Dissertations Abstracts International82-02A.
標題:	Science education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27671953
ISBN:	9798662447905

Experiences of Students and Faculty in Online Physical Science Courses at a Community College.
Cardona, Cristina M.

Experiences of Students and Faculty in Online Physical Science Courses at a Community College. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 157 p.

Source: Dissertations Abstracts International, Volume: 82-02, Section: A.

Thesis (Ed.D.)--Morgan State University, 2020.

This item must not be sold to any third party vendors.

High withdrawal and low successful completion rates in online courses have been attributed to poor online course design. This mixed-methods study examined faculty's approach to course design and students' experiences within community college physical science online courses that commonly attract non-science majors in order to fulfill their general education science requirements, such as environmental science and earth science. Five science faculty members were interviewed that designed the online environmental science, earth science, astronomy, and meteorology courses, as well as a basic physics course for non-majors called how the world works. Participants in this study included the five faculty course designers and 70 students taking these courses in the spring of 2019 semester. This mixed-methods study included data from faculty and student interviews as well as a survey that included quantitative and qualitative questions. Semi-structured interviews assessed faculty's intentions behind tool selections in course design as well as their strategies to engage students. Students within these courses were asked to respond to the Distance Education Learning Environment Survey (DELES) via Blackboard announcements. Of the 161 students registered to the five courses, 70 students responded to the survey and four of those students agreed to respond to further email interview questions. Results from this study demonstrated that inexperienced online instructors were asked to create online courses at the local community college. Consequently, they relied heavily on the use of the Quality Matters rubric to convert their face-to-face courses to an online format. This limited their use of tools that would motivate and engage online adult learners. Instead, faculty interacted with students asynchronously or through video chat communications to engage them. However, students described student-to-student interaction as engaging, not faculty-to-student interaction. They also described aspects of their online courses that they found to be enjoyable, relevant, active, and authentic, aspects that subsequently engaged them in course content. This study provides evidence that faculty should use motivational or adult learning theories to determine how best to engage students while relying less on the Quality Matters rubric to create a well-designed online course that would retain students.

ISBN: 9798662447905Subjects--Topical Terms:

521340
Science education.
Subjects--Index Terms:

Community college

Experiences of Students and Faculty in Online Physical Science Courses at a Community College.
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