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The Online Elements of Inquiry Checklist: Evaluating an Innovative Online Learning Environment Providing Opportunities for Scientific Practice and Discourse among Students, Scientists, and Teachers
PROCEEDINGS

, , Texas A&M University, College Station, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Honolulu, Hawaii, USA ISBN 978-1-880094-90-7 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

An online, inquiry-based collaborative learning platform was developed to engage scientists as mentors, students, and teachers in authentic scientific practice and discourse. To determine the extent to which these individuals engaged in authentic inquiry practices during their online communication, we developed an evaluative checklist. Evaluations of discourse between 263 student teams, 54 teachers, and 186 scientists revealed that students typically used the platform to discuss research questions, predictions, and experimental design and rarely detailed observations, conclusions, explanations, and implications. Scientists posted less often than students, with the exception of experimental design and procedures. These results are similar to assessments of inquiry in face to-to-face settings, which leads to two questions: How can we better guide students through a complete authentic inquiry cycle? How can collaborative discourse in inquiry settings be increased?

Citation

Peterson, C.A. & Stuessy, C. (2011). The Online Elements of Inquiry Checklist: Evaluating an Innovative Online Learning Environment Providing Opportunities for Scientific Practice and Discourse among Students, Scientists, and Teachers. In C. Ho & M. Lin (Eds.), Proceedings of E-Learn 2011--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 826-831). Honolulu, Hawaii, USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 10, 2020 from .

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