Student Attitudes toward Web-Enhanced Instruction in an Introductory Biology Course
Student Attitudes toward Web-Enhanced Instruction in an Introductory Biology Course
复制标题
学生对生物学入门课程中网络增强教学的态度
DOI：
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发表时间：
2001
期刊：
影响因子：
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通讯作者：
A. Morrison
中科院分区：
文献类型：
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作者：
D. W. Sanders;A. Morrison
摘要本研究调查了学生对在一所中等规模的农村大学的本科非专业生物课程中引入Web组件的态度。Web组件主要允许在课堂外进行异步学习，并增加了学生与学生之间的交互。学生可以使用该网站访问章节大纲、成绩、批判性思维和解决问题的问题、自我评分测验和课程教学大纲。研究发现，Web组件对学生的学习、解决问题的能力和批判性思维能力有非常积极的影响。使用论文、简答题和选择题以及课堂讨论来评估网络增强工具的效果。在这门课程中，女性对网络学习的态度明显比男性积极。此外，研究发现，班上的女性比男性使用网络的频率更高。研究发现，学生对网络的使用与年龄、种族、上学年限、计算机经验和学习方式无关。态度和学习风格之间没有关系的事实表明，张贴的材料适合所有类型的学习者。大多数学生使用网络进行测验、在公告栏上张贴、查看成绩、下载章节大纲、批判性思维和解决问题的问题。所有这些设施都允许异步学习。聊天室是使用最少的Web组件，可能是因为它要求学生在特定时间登录(同步学习)。然而，大多数学生确实访问了发布在网上的每一次聊天会话的日志。这项研究的结果表明，教师应该使用网络发布课程大纲、成绩、测验、问题和材料，以鼓励学生与学生和学生与教师之间的互动。发布在网上的材料应该针对学生的不同学习风格，并且足够多样化和有趣，以鼓励学生参与。
Abstract This study examined student attitudes toward the introduction of a Web component into a general biology course for undergraduate nonmajors at a midsized rural university. The Web component primarily allowed asynchronous learning outside the classroom and increased student-to-student interaction. Students could use the Web site to access chapter outlines, grades, critical-thinking and problem-solving questions, self-grading quizzes, and the course syllabus. It was found that the Web component had a highly positive effect on student learning, problem-solving skills, and critical-thinking skills. The effects of the Web-enhancement tool were assessed using essays, short answer and multiple choice questions, and in-class discussion. The attitude of females in the course toward Web-based learning was found to be significantly more positive than that of males. Furthermore, females in the class were found to use the Web more often than males. Student use of the Web was found to be independent of age, racelethnicity, year in school, computer experience, and learning style. The fact that there was no relationship between attitude and learning style indicated that the materials posted were suitable for all types of learners. Most students used the Web to take quizzes, post to the bulletin board, access their grades, and download chapter outlines and critical-thinking and problem-solving questions. All of these facilities allowed for asynchronous learning. The chat room was the least used Web component, possibly because it required the students to log on at specific times (synchronous learning). However, the majority of the students did access the logs of each of the chat sessions that were posted on the Web. Findings from this study suggest that instructors should use the Web for the posting of course syllabi, grades, quizzes, questions, and materials that encourage student-to-student and student-to-faculty interaction. The materials posted to the Web should address the different learning styles of the students and be diverse and interesting enough to encourage student participation.