Browsing by Subject "Web-based instruction"

Now showing 1 - 3 of 3
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    Connecting Scientists and Adult Leaders through Technology to Further Authentic Science Inquiry by Youth
    (2012) Shimek, Sarah H
    This paper shares the results of a recent study exploring the preferences of potential adult leaders towards the use of internet technologies to support connections with professional scientists and facilitate authentic scientific inquiry among middle-school aged youth engaged in citizen science research. Using the University of Minnesota Extension‘s project, Driven to Discover: Authentic Inquiry through Citizen Science, as context for the study, the researcher interviewed licensed teachers and informal science educators to answer the research questions: 1. How do adult leaders describe the potential for using web-based technology as a means to achieve the scientist contribution to youth-based authentic science inquiry? 2. How do adult leaders perceive plans to develop a website to facilitate the ongoing relationship of scientists, adult leaders, and youth? What do they perceive as needs and barriers for using this planned website? What website characteristics would encourage them to use this planned website? Results suggest that participants see the potential for web resources to support inquiry work with youth and facilitate connections to scientists.
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    The Extent of Offering Online Learning for At Risk Students in Minnesota: With a focus on the Northern Region
    (2014) Watson, Chnice; Rauschenfels, Diane; Johnson, Christopher W.
    The structure of education is continuously evolving as more technology is being incorporated within educational sectors. Online education programs have grown significantly over the past decade, from online programs that are designed for college students, to some of America's most vulnerable populations such as K-12 students. Primarily designed for the advanced learner, it is apparent that technology has made education more accessible for all levels of education as well as diverse populations-in particular at-risk students. With online education programs increasing rapidly at 30% annually (Watson & Gemin, 2008), it is essential to evaluate the scope of online education programs in relation to diverse populace. This study evaluated education affiliates regarding their aspects on the effects of online educational programs in association with at-risk students. The current study was conducted over a regular school semester and covered Alternative Learning Center (ALC) schools statewide and conventional academic institutions within the region of northern Minnesota.
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    Web Site usability: a case study of student perceptions of educational web sites.
    (2010-05) Ballard, Joyce Kimberly
    As distance education has moved from traditional correspondence courses to online educational web sites, it becomes important to look at the usability or "ease of use" of instructional web sites from the student's perspective. The nonlinear, hypertext format of the Web can pose various problems for learners as they attempt to complete course-related tasks. Any difficulties that students have using this technology will compound and increase their cognitive load above and beyond learning the course content. Although many articles and books have been published about web-based learning, only limited empirical research has emerged to inform the development and design of educational course sites. This research explored what the construct of usability means for students taking online courses from the perspective of 74 students enrolled in an online and distance learning program. Six courses, matched on subject matter, were selected for study. These courses were designed and developed by two different groups, professional and nonprofessional developers. Starting with an expert heuristic evaluation of the course sites, this study used both quantitative and qualitative measures to record the experiences of students enrolled in these six courses and determine how students judge the usability of educational web sites. Based on the analysis of the study variables according to course development type, the results of this study found that Nielsen's usability heuristics (a respected evaluation tool used primarily to measure the usability of commercial web sites) can be used to evaluate instructional web sites and used to differentiate between levels of usability in the same way that usability is judged by students.