The basics of getting biology courses online
- Authors: Wright, Wendy , Mosse, Jennifer , Panther, Barbara
- Date: 2016
- Type: Text , Book chapter
- Relation: Teaching Science Online 1 p.
- Full Text: false
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- Description: The online environment provides great flexibility in teaching and learning. In this chapter, we describe an incremental approach to the development of online biology course, starting with traditional teaching and learning materials. The need for clear course objectives, is highlighted. The ability to tailor the online biology course to provide a student-centered approach, thereby catering to a wide range of student abilities and interests, is discussed. The need to seek out and respond to student feedback to ensure that online courses remain relevant and useful is emphasized.
Providing a flexible learning environment: are on-line lectures the answer?
- Authors: Panther, Barbara , Wright, Wendy , Mosse, Jennifer
- Date: 2012
- Type: Text , Journal article
- Relation: International Journal of Innovation in Science and Mathematics Education in participatory sensing systems Vol. 20, no. 1 (2012), p. 71-82
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- Reviewed:
- Description: As universities embrace new technologies to enhance students’ learning experiences and increase flexibility for student learning, tertiary students are increasingly presented with a wider range of learning resources to support their studies. This study investigates ways in which a diverse group of undergraduate science students use the resources that are provided to them. The majority of these students favoured face-to-face lectures due to the ability to interact with lecturers and other students and the ability to ask questions in real time. Recorded lectures were seen to be useful for clarification and revision, largely because they can be paused and rewound, facilitating review of difficult material. Text-based resources such as study guides remain highly valued and highly used, especially for students working in off-campus mode. On-line discussion forums are not seen as a substitute for face to face interaction; a need for active facilitation of such forums is highlighted.
Off-campus learning: what do students want?
- Authors: Mosse, Jennifer , Panther, Barbara , Wright, Wendy
- Date: 2011
- Type: Text , Conference paper
- Relation: Australian Conference on Science and Mathematics Education (ACSME) p. 205-210
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- Reviewed:
- Description: As universities attempt to increase enrolments of ‘time-poor’ students, effective teaching strategies that minimise attendance requirements are required. The increasing use of technology to record face-to-face lectures provides a useful alternative for students unable to attend. However, this study indicates that recorded lectures, alone, are inadequate for distant students, who make extensive use of a wide range of materials. Study guides remain the most highly valued and highly used items in the suite of materials available to off-campus students. The importance of contact between off-campus students, their lecturers and their peers is highlighted.
Recorded lectures don't replace the 'real thing': what the students say
- Authors: Panther, Barbara , Mosse, Jennifer , Wright, Wendy
- Date: 2011
- Type: Text , Conference paper
- Relation: Australian Conference on Science and Mathematics Education (ACSME) p. 127-132
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- Reviewed:
- Description: Many face-to-face lecture programs are supplemented by recorded lectures. In this study on-campus students were surveyed regarding their experiences of face-to-face and recorded lectures. The majority of students favoured face-to-face lectures due to the ability to interact with lecturers and other students and the ability to ask questions in real time. Recorded lectures were seen to be useful for clarification and revision, due to the ability to rewind, pause and review.