Analyzing Classroom Use of an Online Adventure Learning Curriculum
Aaron Doering, Eric Riedel, Cassandra Scharber, David Ernst, University of Minnesota, United States
Society for Information Technology & Teacher Education International Conference, in Phoenix, AZ, USA ISBN 978-1-880094-55-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This paper analyzes the classroom use of an adventure learning site in K-12 classrooms. Surveys of 228 respondents who used the online curriculum in 300 separate courses, 21 interviews, and three classroom observations were analyzed. Who integrated the online curriculum and learning environment, how it was integrated, and the features of the online classroom that were integrated most frequently and why are reported. Results illustrate the adventure learning project appeared to have a special appeal and applicability to elementary and exceptional classrooms. The majority of classes either used it as an enrichment opportunity for students (47.3% of classes) or a supplement to current course material (37.0% of classes) and the majority of the classes (56.7%) used it at least once or twice per week. Media and text about the polarhuskies and weekly updates were utilized most frequently with at least 48.5% of the classes reporting doing each four or more times per week.
Doering, A., Riedel, E., Scharber, C. & Ernst, D. (2005). Analyzing Classroom Use of an Online Adventure Learning Curriculum. In C. Crawford, R. Carlsen, I. Gibson, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2005--Society for Information Technology & Teacher Education International Conference (pp. 364-368). Phoenix, AZ, USA: Association for the Advancement of Computing in Education (AACE).