Learning Science Online: Student Motivation and Experiences Mary V. Mawn, Ph.D. and Ken Charuk, M.S. SUNY Empire State College, Saratoga Springs, NY ABSTRACT MOTIVATION (Pre-Course) EXPERIENCES (Post-Course) WHAT ARE STUDENTS SAYING? Laboratory experiences are considered a key component of the science curriculum and a significant challenge is presenting meaningful laboratory experiences in the online environment. We developed a core of six fully online undergraduate science courses with a strong laboratory component consisting of two semesters each of biology, chemistry, and physics. Findings show that scientific experiments can be effectively incorporated in an online course, and be used to strengthen student understanding of science concepts. We also assessed online students’ motivation to learn science, and asked them to evaluate their perceptions of the various components of these courses. Our previous work with general education science courses has shown that online courses can engage students in real world contexts for applying scientific concepts and promoting an interest in science (Mawn et al, 2011). Under a grant from the Motorola Solutions Foundation, we developed a core of six fully online undergraduate science courses with a strong laboratory component. These courses consisted of two semesters each of biology, chemistry, and physics. All six courses were offered to students between Spring 2012 through Fall 2012, and were revised prior to being offered a second time, starting in Fall 2012 . We developed a model for online science course design that integrates three key components: expectations, experimentation, and engagement. We also assessed students’ motivation to learn science, and asked them to evaluate their perceptions of the various components of these online courses. On the Science Motivation Questionnaire (Glynn & Koballa, 2006) the majority of our students indicated that they enjoyed science, were somewhat confident that they could do well in labs, and that learning science would help them progress towards their career goals. When describing their overall course experiences at the end of the semester, students commented on the value of each of learning activity, such as laboratory exercises and class discussions. They also recognized the importance of conducting hands-on experiments, and how this work supported their learning of science content. The Science Motivation Questionnaire (Glynn & Koballa, 2006) provided information on students’ motivation to learn science as they began their coursework. Students (n=72) rated thirty questions based on a five-point Likert scale, 5: Always, 4: Usually, 3: Sometimes, 2: Rarely, 1: Never. The results from six questions related to interest in science, lab preparedness, and future goals were analyzed: SCI-01: I enjoy learning science. SCI-02: Understanding science gives me a sense of accomplishment. LAB-01: I am confident I will do well on the science labs and projects. LAB02: I prepare well for the science tests and labs. JOB-01: I think about how learning science can help my career. JOB-02: I think about how learning science can help me get a good job. At the start of the semester, approximately half of the students indicated a strong interest in science (“always” = ~45%). They felt less confident in lab preparation (“always” = ~20%). A large percentage of students indicated that learning science is important to their future goals (“always” = ~40%) Students engaged in a variety of learning activities throughout the semester. These activities included: Written Assignments / Problem sets: Problem solving is essential for a solid understanding of science. The problems were chosen to be interesting and connected to real-world applications. Quizzes: Each module includes a quiz consisting of conceptual questions. They challenge the student and enhance their understanding of the material. Discussions: There are several graded discussions throughout the term. The discussions give students the opportunity to articulate their views and ideas on a variety of topics related to course concepts. Laboratory Experiments: Hands-on experimentation is a critical aspect of the course. The labs were carefully chosen to complement the material in each module, and they solidify the students' understanding of key concepts. At the end of the semester, students rated the extent to which the various course assignments supported their learning. Students generally “strongly agreed“ or “agreed” that the course activities positively impacted their learning, with the Written Assignments and Labs having the highest impact. Value of the laboratories The labs best supported my learning. I've always felt that hands-on learning is the best way to teach someone something. Another aspect of the labs that helped was to work with different variables, and see how they affected the results. They're a solid method to exercise critical thinking. My views about the lab exercises that they are awesome. They were my favorite part of the course. I am a "hands on" type of learner. Every time I did a lab, that is when the readings and the material began to make more sense to me. I enjoyed being able to apply my knowledge I had gain in the labs and in the lab reports. I found the labs to be very useful. It can be hard to really imagine the concepts and see them applied to real life and I found that the labs did this very well. [I] liked the labs, [it] made learning the content more interesting, and [I] liked being able to perform somewhat real labs from home. Value of the course interactions [The lab discussion] topics were well formulated, and I was happy with the level of respectful argumentation. It allowed me to relate my personal experience and opinions to the science, and to observe the experiences and opinions of other. Overall course experience The rigor of the problem sets and the quality of the labs were superior to that of other sciences courses I have taken as a distance learning student. I felt I had to work a good deal to earn a grade and learned a lot in the process. This study shows that students can successfully study and engage in science from a distance: We developed a model for online course design that integrates science content with hands-on experimentation. Students commented on the value of each of learning activity, such as laboratory exercises and class discussions. They also recognized the importance of conducting hands-on experiments, and how this work supported their learning of science content. Additionally, 78.2% of students successfully completed these courses, which is comparable to the 79.7% completion rate for students enrolled across all online courses at the college. Glynn, S.M., Koballa, T.R., Jr. (2006). “Motivation to learn college science.” In J. J. Mintzes & W. H. Leonard (Eds.), Handbook of College Science Teaching (pp. 25-32). Arlington, VA: National Science Teachers Association Press. M.V. Mawn, P. Carrico, P., K. Charuk, K.S. Stote, B. Lawrence. (2011). “Hands-on and Online: Scientific Explorations through Distance Learning.” Open Learning: The Journal of Open, Distance and e-Learning, 26:2, 135-146. Thanks to Catherine Gleason for data collection & analysis, and Catherine Gleason, Cinzia Cera, & John Herman for course development & instruction. PROJECT OVERVIEW SUMMARY SCIENCE ONLINE Instructional Design of Online Laboratory Experiments Laboratory activities should allow for active exploration and experimentation and provide students with opportunities to adjust experimental parameters and repeat experiments. Learning outcomes should consider both scientific processes as well as science content (conceptual learning and procedural learning). Laboratory exercises should build on previous learning both over the course of the term and within the individual labs (progression). Laboratory activities should provide opportunities for individual reflection and group discussion in order to maximize opportunities for learning. Guiding Principles for an Online Laboratory Course A lab is an experience that provides students opportunities to interact with natural phenomena. Laboratory experiences are considered a key component of the science curriculum. Laboratory exercises provide multiple modes of instruction and strengthen understanding of the course content. Lab experiences help students make connections with the theoretical concepts of the course and offer an additional way to learn beyond a text based approach. Laboratory experiences can take place beyond the confines of the lab bench. Conducting experiments in familiar settings can help students see the connections between science and their lives and can remove the limitations of time and space in the traditional lab setting. Clear expectations, meaningful experiments, and ongoing engagement are key when designing laboratory experiences for online students. REFERENCES and ACKNOWLEDGEMENTS Experimentation Engagement Expectations Printed by SUNY Empire State College Print Shop