A presentation from the STEM Annual Conference 2014.
Student perceptions of the value of practical science as delivered on-line through distance learning are likely to be influenced by their expectations of the experience of studying online. Online courses will become much more prevalent in the future and will contain practical components. We are capturing the experience of randomly selected students from two online practical science modules ‘Scientific investigations and ‘Investigative and mathematical skills in science’. Anecdotal evidence suggested that students have a negative perception of the value of online practical science before starting such modules. Many appear to enrol only because the module is a requirement of their pathway and are sceptical about how much “real science” they will be learning. The crucial question is whether their perceptions are affected by the experience. We use initial interviews and questionnaires to provide a baseline for perception prior to study. Then after completing the module phone interviews and questionnaires demonstrate any shift in perception. After they have completed the module students appear to be more positive about the experience and the value of online practical science. The outcomes of this research will inform the development of online practical science skills in the science curriculum and will have a wider value for other parts of the sector that are moving towards more teaching and learning online.
