Student Engagement in Online Learning in Introductory Biology
Christy Horn, William Glider, University of Nebraska-Lincoln, United States
EdMedia + Innovate Learning, in Lugano, Switzerland ISBN 978-1-880094-53-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Faculty who teach large lecture courses in college environments have traditionally used quiz sections or supplemental instruction to provide additional opportunities for students to engage in individualized instruction. Web-based supplements have the advantage for students of being available whenever they have time to study. However, web-based supplements are expensive to put in place and maintain. Our goal was to find ways to record student interaction and to link it to student performance on exams to examine both the learning effectiveness and the cost effectiveness of providing course materials online.
Horn, C. & Glider, W. (2004). Student Engagement in Online Learning in Introductory Biology. In L. Cantoni & C. McLoughlin (Eds.), Proceedings of ED-MEDIA 2004--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 3085-3087). Lugano, Switzerland: Association for the Advancement of Computing in Education (AACE).
© 2004 Association for the Advancement of Computing in Education (AACE)