Sarah E. Irvine

Assessment of student understanding using on-line discussion groups

The computer and other technologies (i.e. the Internet, the World Wide Web, and various types of groupware) are currently being aggressively used by many educators as a tool in the learning process. As a result, a critical question has emerged. How can student understanding be effectively assessed when learning occurs using these new technological venues? This paper presents a critical look at how one technology, specifically online discussion groups, can be utilized to assess student understanding. This paper summarizes the results from a pilot study conducted at American University during the spring 1998 semester using an online discussion group with students in an introductory physics class. Finally, the results of a survey given to participating students are presented.

Different degrees of distance: the impart of the technology-based instructional environment on student learning

Distance (or distributed) learning, via the Internet in particular is fast becoming one of the most popular ventures of colleges and universities across the globe. Research on delivery modes and their correlation to student achievement outcomes has shown that students learn better via teletraining mode than face-to-face instruction. One explanation for this phenomenon is that the students must take more responsibility for, and be more active in, the learning process. Different media for distance learning are being explored, from CD-ROMs to web-based classrooms. This study looks at how the media used in one aspect of distance education, on-line discussion, can affect the learning outcomes for students involved in distance learning activities. On-line discussion within any learning environment can provide the opportunity for students to engage in thoughtful, content-based conversations about the topic under study, which may result in deeper understanding and greater learning gains. A content analysis of student discussion in listserv-based (electronic-mail) discussion, web-based threaded discussion, and chat discussion using data from two courses is presented, The courses included in this analysis encompass a general education physics course and an undergraduate/graduate combined educational technology course. The impact of the use of the three discussion formats on student learning outcomes are also discussed.

Constructing knowledge networks in middle school classrooms: an integrated approach

Providing opportunities for K-12 educators to further their use and understanding of current technologies in the classroom has never been more important than it is at present. This paper explores ways that university faculty members can work with K-12 educators with relevant information and hands-on experiences to develop and enhance their use of technology in the middle school classroom. An interactive workshop for 15 middle school teachers provided for a model by which participating teachers could experience constructivist teaching and learning strategies first-hand. Throughout the workshop, teams of teachers worked to prepare an integrated, technology-based lesson using materials from science, mathematics, as well as the language arts. Highlights of the curriculum developed for the workshop are presented and results of a questionnaire given to the teachers are shared. Finally, observations made by the workshop leaders are discussed in order to assist other university faculty interested in modeling a similar program for K-12 teachers.

Assessment of technology-based learning tools in an introductory physics laboratory

The computer and other related technologies are being used with vigor within many domains of science, mathematics, engineering, and technology (SMET) education. In this paper we address strategies designed to assess student learning following instruction that utilizes technology-based learning tools in the introductory physics laboratory. To address this issue, we describe an interactive laboratory experiment designed to teach the concept of momentum and impulse to introductory physics students. The laboratory activity makes use of a collision apparatus and computer interface to allow students to collect relevant data. An interactive software tool allows students to perform a series of analyses of various elastic and inelastic collisions. We link the discussion of assessment of student learning to learning gains to address how the use of technology as an interactive learning tool impacts student learning. The associated discussion should have broad applications in a wide range of areas in science, mathematics, engineering, and technology education.