Describing Learning in an Advanced Online Case-Based Course in Environmental Science

Abstract

Researchers increasingly embrace online courses to compensate for lack of access to educational opportunities otherwise available in traditional school settings. Researchers also recommend alternatives to traditional AP coursework to better meet the diverse learning styles and needs of advanced learners. These recommendations have particular applicability to students attending poor or rural schools where access to advanced course options and gifted programs are limited, to students who cannot fit additional advanced courses into their school schedules, or to homeschooled or homebound learners. However, little research exists on the use of online alternatives to traditional AP programs for students who lack access to advanced course options. This qualitative study investigated the learning outcomes for 138 students enrolled in an advanced online case-based course in environmental sciences. The course utilized problem-based and case-based learning methods and was developed using the guidelines provided by best practices for advanced learners and science pedagogy. Analyses of student online discussion boards, case resolutions, student grades, student and parent surveys obtained at the end of the course, e-mails, and AP examination results showed that many students enrolled in the course demonstrated learning, engagement, and challenge. Findings further support the conclusion that the course provided a viable learning alternative to traditional AP environmental science courses for many, but not all, students.

Student outcomes associated with use of asynchronous online discussion forums in gross anatomy teaching

“…Finally, it is also possible that second year students are more experienced and able to make more task‐focused contributions to the discussion forums, particularly with previous exposure to the forums in first year. This is consistent with a previous report that students who are more independent learners make greater contributions to discussion boards (Missett et al, 2010). Students who are able to respond to questions posed by their colleagues are more likely to be engaged in reflection and higher level learning in terms of Bloom's taxonomy of educational objectives (Krathwohl, 2002; Thomas and Storr, 2005).…”

“…Where courses are taught across multiple campuses this blended delivery model incorporating the use of discussion forums has been used as a method of providing equality of learning experience across all campuses (Anderson and Date‐Huxtable, 2011). The use of online discussion forums has been reported across a variety of disciplines including education (Jin, 2005; Son, 2006; Wade et al, 2008), social sciences (Little et al, 2005), sciences (Missett et al, 2010), medicine (Curran et al, 2003), and the health sciences more generally (Ellenchild Pinch and Graves, 2000; Buckley et al, 2005; Thomas and Storr, 2005; Wharrad et al, 2005) but it is only very recently that such forums have been reported for anatomy teaching (Choudhury and Gouldsborough, 2012).…”

“…There is ample evidence to suggest that students report online discussion forums as being a useful learning experience in a variety of disciplines (Jin, 2005; Little et al, 2005; Thomas and Storr, 2005; Son, 2006). However, some studies have reported significant learning and student satisfaction for most, but not all students (Curran et al, 2003; Missett et al, 2010). Chen (2003) suggested that four key factors are important for the success of networked learning communities; “interactivity, opportunities for collaboration, a meaningful and motivating context, and a continuously available learning environment” (Chen, 2003).…”

“…One early study of forum use reported only 30% of postings to be task‐related (Williams, 2002) and another reported more meaningful postings in the second half of the semester (Jin, 2005). Analysis of discussion thread characteristics has been conducted (Son, 2006; Missett et al, 2010). Although Son found almost all messages were “task‐focused,” only 18% were classified as interactive, that is they replied or responded to a post from another student (Son, 2006).…”

Variation in sustainability competency development according to age, gender, and disciplinary affiliation

“…Case-based learning, which was used in this course, involves instructor-facilitated, intensive study of a particular sustainability challenge, with students engaged in cooperative learning through the application of concepts, theories and techniques for problem-solving. This type of learning experience, whether carried out individually or within a group, improves students' ability to recognize multiple perspectives, raises awareness of ethical issues and builds reasoning and problem-solving skills (Missett et al, 2010).…”