The Effect of On-line, Asynchronous Interaction On Student Conceptual Understanding of Light and Color

New Search

Print Abstract

E-mail Abstract

Full Text

Save to My Collections

Export Citation

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.

• Share:
• 
• 
• 
• 
• 
• 
• 

Conference Information

World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2003
Honolulu, Hawaii, USA
2003
ISBN 1-880094-48-7
  David Lassner & Carmel McNaught
AACE

More Information on EDMEDIA
Table of Contents

Authors

Kevin Carr, Brent Wilson, George Fox University, United States

Abstract

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.

Keywords

• Assessment
• Students
• Interaction

Also Read

• A REVIEW OF WEB-BASED LEARNING SYSTEMS FOR PROGRAMMING
• Teaching Light Reflection and Diffusion Using Constructivist Digital Tools and Methods in Greek Primary School

Tags