Examining the Effectiveness of Web-Based Learning Tools in Middle and Secondary School Science Classrooms
Robin Kay, University of Ontario Institute of Technology, Canada
IJELLO Volume 7, Number 1, ISSN 1552-2237 Publisher: Informing Science Institute
The purpose of the following study was to examine the impact of web-based learning tools (WBLTs) in science classrooms (grades 7 to 10) from the perspective of both teachers and stu- dents. Survey, qualitative, and student performance data were collected from a sample of 11 teachers and 371 students. Teachers were very positive about the learning benefits, design, and engagement value of WBLTs. Students were more critical, but still positive about these same features. Qualitative data suggested that students appreciated visual scaffolding, ease of use, en- gagement, and using technology. Student performance based on five knowledge categories (remembering, understanding, applying, analyzing, and evaluating) increased significantly when WBLTs were used. Finally, middle and secondary school students had similar attitudes toward WBLTs, but older students showed higher learning performance gains.
Kay, R. (2011). Examining the Effectiveness of Web-Based Learning Tools in Middle and Secondary School Science Classrooms. Interdisciplinary Journal of E-Learning and Learning Objects, 7(1), 359-374. Informing Science Institute.
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Dawn Sherman, Discovery Communications / University of Maryland - College Park, United States; Shayla Cornick, Discovery Communications, LLC, United States
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 1286–1291
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