ONLINE WEATHER STUDIES: A Distance-Learning Course

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ONLINE WEATHER STUDIES: A Distance-Learning Course

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ONLINE WEATHER STUDIES: A Distance-Learning Course

Presentation transcript:

ONLINE WEATHER STUDIES: A Distance-Learning Course Ira W. Geer R.S. Weinbeck B.A. Blair American Meteorological Society, Washington, DC CALMet99 Helsinki 14-18 June 1999 J.A. Brey, University of Wisconsin-Fox Valley; E.J. Hopkins, University of Wisconsin-Madison; J.M. Moran, University of Wisconsin-Green Bay

Historical Perspective: AMS Educational Initiatives Project ATMOSPHERE The Maury Project The DataStreme Project (1996-present) Online Weather Studies (1999- ) Water in the Earth System (1999- )

ONLINE WEATHER STUDIES OVERVIEW Developed & pilot-tested by AMS; Support from National Science Foundation; One-semester, introductory, college-level course on fundamentals of atmospheric science; Online distance learning stressing current weather; Suitable for 2 and 4 year post-secondary educational institutions; Designed for diverse and non traditional student populations.

ORGANIZATION AMS EDUCATION DC Office & COMET Boulder, CO Madison Text Products Current Weather Products ONLINE WEATHER STUDIES

Online Weather Studies: Course Components Textbook Student Study Guide--Learning Activities Course Homepage Faculty Manual & Secure Homepage Course Management Homepage (optional)

Online Weather Studies: Pilot-Test Background Spring 1999 14 institutions (two- & four-year colleges & universities) Varied Formats Student-Instructor Interaction Student-Student Interaction

Online Weather Studies: Pilot-Test (con’t.) Results Student Evaluation Advantages Disadvantages Student Attrition

DEMONSTRATION CONNECTIONS Online Weather Studies Demo Page Sample Class Page Univ. of Wisconsin-Green Bay ( J. M. Moran)

CONCLUSIONS OLWS Pilot Course: was successful was well received by students technology not a limiting factor students were generally well motivated

CONCLUSIONS (con’t.) Advantages: Convenience & flexibility attractive features for students Administration very supportive Comparable student performance with other traditional introductory courses

CONCLUSIONS (con’t.) Areas of concern: maintaining students’ schedule little face-to-face contact between student and instructor