1. Student perceptions of online practical science
Dr Victoria Nicholas Dr David Robinson Prof. Stephen Swithenby

2. Outline
Context
Hypothesis
Research Methods
Findings
Future work

3. Context
Modules offered globally as part of a qualification must have a practical science component
Anecdotal evidence suggests a negative perception of online practical science

4. Context Can we validate this anecdotal evidence?
Does experience of the module alter perception?
What lessons can we learn about our pedagogical design?

5. The modules Scientific investigations – 10 credits online only module
Investigative and mathematical skills in science – 30 credits – blended
Both globally available
95.2% of enrolled students completed and 84.2% of enrolled students passed

6. Investigative and mathematical skills in Science
Some printed books
Some online texts
OU Live (synchronous online tutorial)
Tutor-marked e-assessment
Computer-marked e-assessment
Tutor group forum

7. Scientific Investigations

8. Hypothesis
There will be a shift in student perception about online practical science after study.

9. Research Methods Email invitation sent to 100 students
16 % response rate – all interviewed
Telephone discussion for 15 minutes pre and post study
Discussions recorded and transcribed

10. Analysis: Grounded theory analysis with stages: Open coding
Axial coding
Selective coding

11. Question areas Online study Practical science
Practical science studied online

12. Responses I’m not sure if I will feel like a real scientist
There is a lack of really nice practical stuff, test tubes and a few chemicals
I would probably get more out of a face to face situation in a real laboratory

13. Oh I really don’t want to do this but I have to
Responses
I wish we could have a hands-on laboratory session
Oh I really don’t want to do this but I have to
If I could choose, I would do residential schools instead

14. Unexpected responses Timings and coordination Online discussions
Reliability of other students in collaborative work
Solitary nature of practical work

15. Post study responses

16. Criticisms of methodology
Self selecting group
Motivated by voucher
Honesty of response
Leading questions

17. Continuing research
Scientific Investigations post-study interviews late April
Investigative and mathematical skills in Science post-study interviews late May
Broader questionnaire planned for next S141 presentation starting in October.

18. Quantitative approach
Aim to use the interview responses to inform questionnaire design
Larger sample of students
Possibly higher response rate with questionnaire format

19. Broader perspective
The Open University has an ongoing strategy to remain at the forefront of innovation in online distance learning.
Research should highlight student misconceptions about practical online science and will inform the design of new modules.

20. Summary Address hypothesis Standard research methods
Diversity of responses
Key responses
Continuing research