Student perceptions of online practical science

1. Student perceptions of online practical science Dr Victoria NicholasDr David RobinsonProf. 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. 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