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The Effect of On-line, Asynchronous Interaction On Student Conceptual Understanding of Light and Color
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Carr, K. & Wilson, B. (2003). The Effect of On-line, Asynchronous Interaction On Student Conceptual Understanding of Light and Color. In D. Lassner & C. McNaught (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2003 (pp. 1509-1510). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/14029.
World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2003
Honolulu, Hawaii, USA
David Lassner & Carmel McNaught
More Information on EDMEDIA
Table of Contents
This study investigates the effect of asynchronous, on-line interaction on student conceptual understanding of light and color. Two versions (N and Y) of an on-line independent-study module on light and were randomly assigned to students (n=43) enrolled in a physics course for non-science majors. Version Y included Internet message boards to facilitate required peer-peer interaction about the module content. Version N lacked message boards. The Light and Color Concepts Assessment Instrument (LCCAI) was administered to subjects in a pre-post test experimental design. A multivariate ANCOVA was calculated, showing that student achievement varied significantly as a function of the module version studied.
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