國立虎尾科技大學 |

Making Online Learning Personal : = Evolution, Evidentiary Reasoning, and Self-Regulation in an Online Curriculum.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Making Online Learning Personal :/
Reminder of title:	Evolution, Evidentiary Reasoning, and Self-Regulation in an Online Curriculum.
Author:	Marsteller, Robert B.
Description:	1 online resource (194 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
Subject:	Education. -
Online resource:	click for full text (PQDT)
ISBN:	9781369847741

Making Online Learning Personal : = Evolution, Evidentiary Reasoning, and Self-Regulation in an Online Curriculum.
Marsteller, Robert B.

Making Online Learning Personal :Evolution, Evidentiary Reasoning, and Self-Regulation in an Online Curriculum. - 1 online resource (194 pages)

Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.

Thesis (Ph.D.)--Lehigh University, 2017.

Includes bibliographical references

An online curriculum about biological evolution was designed according to the Promoting Evidentiary Reasoning and Self-regulation Online (PERSON) theoretical framework. PERSON is an attempt to develop online science instruction focused on supporting evidentiary reasoning and self-regulation. An efficacy study was conducted with 80 suburban high school biology students using a design-based research approach to develop a curriculum to promote biological evolution understandings, evidentiary reasoning, and self-regulation. Data sources and instruments included (1) the Biological Evolution Assessment Measurement (BEAM); (2) the modified Motivated Strategies for Learning Questionnaire (MSLQ); (3) discussion forum posts; (4) formative assessments of evidence based reasoning; (5) Prediction, Monitoring, and Reflection forms (PMR); (6) the Online Instruction Questionnaire; and (7) field notes. Findings revealed that BEAM posttest scores were significantly greater than pretest scores for items designed to measure biological evolution content knowledge and evidentiary reasoning. Students tracked in a lower level biology course showed improvement in biological evolution understandings and evidentiary reasoning. It was found that performance on daily evidentiary reasoning tasks strongly predicted BEAM posttest scores. However, findings revealed that students did not meet local standards for performance on items designed to measure evidentiary reasoning. Students expressed a variety of opinions about their learning experiences with the online curriculum. Some students expressed a definite preference for traditional learning environments, while others expressed a definite preference for online learning. Self-regulatory ability did not significantly predict BEAM gain scores. Further, self-regulatory ability was not demonstrably improved as a result of this intervention. Implications for designing science instruction in asynchronous online learning environments to support evidentiary reasoning and self-regulation are discussed.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369847741Subjects--Topical Terms:

555912
Education.
Index Terms--Genre/Form:

554714
Electronic books.

Making Online Learning Personal : = Evolution, Evidentiary Reasoning, and Self-Regulation in an Online Curriculum.
LDR:03282ntm a2200349K 4500 001 915305
005 20180727125212.5
006 m o u
007 cr mn||||a|a||
008 190606s2017 xx obm 000 0 eng d
020 $a 9781369847741
035 $a (MiAaPQ)AAI10278376
035 $a (MiAaPQ)lehigh:11683
035 $a AAI10278376
040 $a MiAaPQ $b eng $c MiAaPQ
100 1 $a Marsteller, Robert B. $3 1188621
245 1 0 $a Making Online Learning Personal : $b Evolution, Evidentiary Reasoning, and Self-Regulation in an Online Curriculum.
264 0 $c 2017
300 $a 1 online resource (194 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
500 $a Adviser: Alec M. Bodzin.
502 $a Thesis (Ph.D.)--Lehigh University, 2017.
504 $a Includes bibliographical references
520 $a An online curriculum about biological evolution was designed according to the Promoting Evidentiary Reasoning and Self-regulation Online (PERSON) theoretical framework. PERSON is an attempt to develop online science instruction focused on supporting evidentiary reasoning and self-regulation. An efficacy study was conducted with 80 suburban high school biology students using a design-based research approach to develop a curriculum to promote biological evolution understandings, evidentiary reasoning, and self-regulation. Data sources and instruments included (1) the Biological Evolution Assessment Measurement (BEAM); (2) the modified Motivated Strategies for Learning Questionnaire (MSLQ); (3) discussion forum posts; (4) formative assessments of evidence based reasoning; (5) Prediction, Monitoring, and Reflection forms (PMR); (6) the Online Instruction Questionnaire; and (7) field notes. Findings revealed that BEAM posttest scores were significantly greater than pretest scores for items designed to measure biological evolution content knowledge and evidentiary reasoning. Students tracked in a lower level biology course showed improvement in biological evolution understandings and evidentiary reasoning. It was found that performance on daily evidentiary reasoning tasks strongly predicted BEAM posttest scores. However, findings revealed that students did not meet local standards for performance on items designed to measure evidentiary reasoning. Students expressed a variety of opinions about their learning experiences with the online curriculum. Some students expressed a definite preference for traditional learning environments, while others expressed a definite preference for online learning. Self-regulatory ability did not significantly predict BEAM gain scores. Further, self-regulatory ability was not demonstrably improved as a result of this intervention. Implications for designing science instruction in asynchronous online learning environments to support evidentiary reasoning and self-regulation are discussed.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Education. $3 555912
650 4 $a Educational technology. $3 556755
650 4 $a Science education. $3 1151737
650 4 $a Curriculum development. $3 1148494
655 7 $a Electronic books. $2 local $3 554714
690 $a 0515
690 $a 0710
690 $a 0714
690 $a 0727
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Lehigh University. $b Teaching, Learning, and Technology. $3 1188622
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10278376 $z click for full text (PQDT)