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Biology Labs Online: Gauging Productive Technologies
PROCEEDINGS

, , , Acadia University, Nova Scotia, Canada

Society for Information Technology & Teacher Education International Conference, in Austin, Texas, USA ISBN 978-1-880094-92-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Science teachers have a compounding number of technological tools they might access for the classroom. This case study of an online biology lab considers the potential for three such technologies to supplement or replace traditional approaches. In response to increasing demands on laboratory space, online biology lab activities were prepared within a constructivist pedagogical framework. Three specific technologies were embedded and investigated with a sample of ~200 students. Using a mixed-method action research approach, the relative impact of virtual reality models, animations and simulations was sampled. Surveys, interviews and focus groups established that 1) while face-to-face laboratories were preferred by students, most felt it was acceptable that 30% of their labs be online and 2) within the online laboratories, virtual reality models were the least favored by comparison to animations and simulations.

Citation

MacKinnon, G., Alcorn, E. & Avery, T. (2012). Biology Labs Online: Gauging Productive Technologies. In P. Resta (Ed.), Proceedings of SITE 2012--Society for Information Technology & Teacher Education International Conference (pp. 1974-1980). Austin, Texas, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 24, 2019 from .

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