AAPT Abstract Archive

Abstract Information

  Session: Post-deadline III
  Paper Type: Contributed
  Title: Pedagogic Challenges in Technology Intense Introductory Online Astronomy Laboratories
  Meeting: 2017 Winter Meeting: Atlanta, Georgia
  Location: N/A
  Time: 2:30PM
  Author: Ulrike G. Lahaise,
Georgia State University - Perimeter College,
(678)891-3756, ulahaise@gsu.edu
  Co-Author(s): None
  Abstract: Pass-Withdrawal-Fail and course assessment data show higher WWF percentages for online than face-to-face, ftf, students in Introductory Astronomy Laboratories, but similar averages on end-of-semester common course exams. Hence, online students perform equally well as ftf students but a lot more are dropping out before completion. In addition to known hurdles for non-science majors, online students face course mode challenges like technology, social-academic isolation, life situations prohibiting ftf classes, etc., that significantly increases their cognitive load and time commitment beyond that of ftf students. In contrast, ftf students work in groups with immediate instructor access. Data show that only 20 percent of online students are available for groups, And viable groups rarely form consistently in classes of fewer than 60 students. The instructor can ameliorate these issues by actively fostering a learning environment with frequent participation, interaction, communication, well-organized, consistent, support materials, and regular performance check-points starting early in the semester.
  Footnotes: None
  Presentation: AAPT 2017 Teaching Challenges Technical OL Courses.pptx

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