 |
 |
Frank, You might check out the Quality Matters website at http://www.qualitymatters.org/. Quality Matters was the product of a FIPSE grant to identify the key components needed to have an effective and high quality online course. My understanding is that the components were developed after surveying faculty and online students. There is a link on the main page under "Did you know" that goes to the research literature that supports the components that are recommended. You will probably find good references in the cited research literature. You can also get the list of components and find out how to get training to incorporate the components. I find that the components improve communication, increase quality of postings, and reduce confusion greatly. --Julie --------------------- Julie Sexton, PhD Research Associate, Geoscience Education Mathematics and Science Teaching Institute University of Northern Colorado Campus Box 123 Ross Hall, Room 1210 Greeley, CO 80639 Office: 970-351-2196 [log in to unmask] http://mast.unco.edu www.unco.edu Date: Thu, 25 Feb 2010 11:16:49 -0700 From: [log in to unmask] Subject: Re: On-line earth science courses: Experiences and research To: [log in to unmask] Frank, There probably is literature on this topic that would help. However, my anecdotal observations and experiences from my on-line geology course at the University of Montana Western are similar to what you describe. I teach a course targeted at early childhood majors (ironic, given I was awarded the CASE U.S. Professor of the Year for helping to pioneer the use of experiential immersion learning!). My students grapple with many of the problems you have mentioned, and I don't have a lot of insight on how to correct these problems. The most effective way in which I get them engaged beyond cyberworld, is to have them do a field-based rock project on their own (see reference in red below). In short, they collect one of each rock type and write a report that includes (1) descriptive information (maps, rock description, field photos, etc.), (2) a thorough description of the processes that form each rock (gets them back into their book), and (3) a discussion of how the rock fits into the geologic history of the area they are located (helps them with geologic time and regional geology). I once had a student who was in Chicago, and he did this project using building stones (without the collecting part, of course!), so it can work even outside of Montana. I hope this helps. All the best......Rob Thomas, R.C., 2001, Learning geologic time in the field: Journal of Geoscience Education, v. 49, n. 1, p. 18-21. -----------------------------------------------------------Robert C. Thomas, Ph.D.Department of Environmental SciencesThe University of Montana WesternDillon, MT 59725(406) [log in to unmask]://www.umwestern.edu/http://www.umwestern.edu/envirosci/ "I'll know my song well, before I start singin'"...Dylan