Student perceptions of online practical science

Dr Victoria NicholasDr David RobinsonProf. Stephen Swithenby

Outline• Context• Hypothesis• Research Methods• Findings• Future work

Context• Modules offered globally as part of a qualification must

have a practical science component• Anecdotal evidence suggests a negative perception of

online practical science

Context• Can we validate this anecdotal evidence?• Does experience of the module alter perception?• What lessons can we learn about our pedagogical

design?

The modules• Scientific investigations – 10 credits online only module• Investigative and mathematical skills in science – 30

credits – blended• Both globally available• 95.2% of enrolled students completed and 84.2% of

enrolled students passed

Investigative and mathematical skills in Science• Some printed books• Some online texts• OU Live (synchronous online tutorial)• Tutor-marked e-assessment• Computer-marked e-assessment• Tutor group forum

Scientific Investigations

Hypothesis• There will be a shift in student perception about online

practical science after study.

Research Methods• Email invitation sent to 100 students • 16 % response rate – all interviewed• Telephone discussion for 15 minutes pre and post study• Discussions recorded and transcribed

Analysis: Grounded theory analysis with stages:• Open coding• Axial coding• Selective coding

Question areas• Online study• Practical science• Practical science studied online

Responses

I’m not sure if I will feel like a real scientist

I would probably get more out of a face to face situation in a real laboratory

There is a lack of really nice

practical stuff, test tubes and a few chemicals

Responses

If I could choose, I would do residential schools instead

I wish we could have a hands-on laboratory session

Oh I really don’t want to do this but I have

to

Unexpected responses• Timings and coordination• Online discussions• Reliability of other students in collaborative work• Solitary nature of practical work

Post study responses

Criticisms of methodology• Self selecting group• Motivated by voucher• Honesty of response• Leading questions

Continuing research• Scientific Investigations post-study interviews late April• Investigative and mathematical skills in Science post-

study interviews late May• Broader questionnaire planned for next S141

presentation starting in October.

Quantitative approach• Aim to use the interview responses to inform

questionnaire design• Larger sample of students• Possibly higher response rate with questionnaire format

Broader perspective• The Open University has an ongoing strategy to remain

at the forefront of innovation in online distance learning.• Research should highlight student misconceptions about

practical online science and will inform the design of new modules.

Summary• Address hypothesis• Standard research methods• Diversity of responses• Key responses• Continuing research