دورية أكاديمية
Can We Do Real Inquiry Online? Influence of Real-Time Data Collection on Students' Views of Inquiry in an Online, Multi-Site Masters' Degree on Environmental Education
| العنوان: | Can We Do Real Inquiry Online? Influence of Real-Time Data Collection on Students' Views of Inquiry in an Online, Multi-Site Masters' Degree on Environmental Education |
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| اللغة: | English |
| المؤلفون: | Castillo-Hernández, Francisco-José (ORCID |
| المصدر: | Journal of Computing in Higher Education. Dec 2022 34(3):608-632. |
| الإتاحة: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| تاريخ النشر: | 2022 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Masters Programs, Online Courses, Instructional Improvement, Inquiry, Active Learning, Comparative Analysis, Graduate Students, Student Attitudes, Diaries, Computer Mediated Communication, Environmental Education |
| DOI: | 10.1007/s12528-022-09312-7 |
| تدمد: | 1042-1726 1867-1233 |
| مستخلص: | In a previous study we detected that a number of inquiry stages (data collection, analysis and conclusions) went unnoticed by the students of an in situ joint online/onsite master's degree via online teaching. In this paper we analyse the effect of improved instruction, in which students fully experienced and became aware of all the stages that comprise the inquiry-based teaching approach. In the article we show the differences between the initial and improved instruction. The comparison of student comments as exhibited in the online class diary forum between the initial and improved instruction has allowed us to analyse the influence of this improvement in the level of depth of the students' discourse. Two codings have been employed to analyse the forums: the first (deductive) detected which stages of inquiry appeared in the comments. The second (inductive) involved the recoding of each of the previously classified comments based on five levels of communicative quality that emerged. Our main finding was that as well as being more aware of the different stages of inquiry, the students of the improved investigation were able to explain and identify them with specific examples. In other words, the investment of time in developing each of the stages in question helped them to define, afford reality to, and increase the explicative quality of their comments. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| رقم الأكسشن: | EJ1349547 |
| قاعدة البيانات: | ERIC |
Find this article in full text from Springer Verlag. 
Full Text Finder | تدمد: | 1042-1726 1867-1233 |
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| DOI: | 10.1007/s12528-022-09312-7 |