Investigating Science Learning for Rural Elementary School Teachers in a Professional-Development Project through Three Distance-Education Strategies
ARTICLE
Leonard A. Annetta, James A. Shymansky
Journal of Research in Science Teaching Volume 43, Number 10, ISSN 0022-4308
Abstract
Distance education is a significant topic of discussion within institutions at all levels of education. It is not only significant in terms of finances and student enrollment but also in terms of meaningful learning. The purpose of this study was to determine the relative effectiveness of three distance-education strategies for enhancing the science learning of 94 Midwestern elementary-school teachers participating in a 5-year professional-development project. The three distance-education strategies studied were interactive television with all presenters live in real time (live), interactive television with live discussions wrapped around videotaped presentations (video), and asynchronous, Web-based sessions with streamed videotaped presentations supported by interaction through discussion boards (Web). A repeated measures design was used to analyze the science learning and attitudes of the study participants. Analysis of variance of participants' postsession science scores yielded differences (p less than 0.05) on multiple-choice and constructed-response science subscales. Participants in the live mode outperformed participants in the Web and video modes on all three assessment types (multiple choice, constructed response, and vignettes). Participants in the Web mode outperformed participants in the video mode on multiple choice and constructed response.
Citation
Annetta, L.A. & Shymansky, J.A. (2006). Investigating Science Learning for Rural Elementary School Teachers in a Professional-Development Project through Three Distance-Education Strategies. Journal of Research in Science Teaching, 43(10), 1019-1039. Retrieved March 19, 2024 from https://www.learntechlib.org/p/99748/.
ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.
Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.
Keywords
Cited By
View References & Citations Map-
Science Instruction at a Distance: What can we see?
Cynthia Clark, University of Nevada, Las Vegas, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2013 (Oct 21, 2013) pp. 1092–1101
-
Investigating Student Attitudes Toward a Synchronous, Online Graduate Course in a Multi-User Virtual Learning Environment
Leonard Annetta, North Carolina State University, United States; Marshall Murray, Anderson Community School Corporation, United States; Shelby Gull Laird, Stephanie Bohr & John Park, North Carolina State University, United States
Journal of Technology and Teacher Education Vol. 16, No. 1 (2008) pp. 5–34
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.