Analyzing Classroom Use of an Online Adventure Learning Curriculum
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Doering, A., Riedel, E., Scharber, C. & Ernst, D. (2005). Analyzing Classroom Use of an Online Adventure Learning Curriculum. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2005 (pp. 364-368). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/19015.
Conference Information
Society for Information Technology & Teacher Education International Conference (SITE) 2005
Phoenix, AZ, USA
2005
ISBN 1-880094-55-X
Caroline Crawford, Roger Carlsen, Ian Gibson, Karen McFerrin, Jerry Price, Roberta Weber & Dee Anna Willis
AACE
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Abstract
This paper analyzes the classroom use of an adventure learning site in K-12 classrooms. Surveys of 228 respondents who used the online curriculum in 300 separate courses, 21 interviews, and three classroom observations were analyzed. Who integrated the online curriculum and learning environment, how it was integrated, and the features of the online classroom that were integrated most frequently and why are reported. Results illustrate the adventure learning project appeared to have a special appeal and applicability to elementary and exceptional classrooms. The majority of classes either used it as an enrichment opportunity for students (47.3% of classes) or a supplement to current course material (37.0% of classes) and the majority of the classes (56.7%) used it at least once or twice per week. Media and text about the polarhuskies and weekly updates were utilized most frequently with at least 48.5% of the classes reporting doing each four or more times per week.
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