Abstract
<p>Senior undergraduate research projects are important components of most undergraduate science degrees. The delivery of such projects in a distance education format is challenging. Athabasca University (AU) science project courses allow distance education students to complete research project courses by working with research supervisors in their local area, coordinated at a distance by AU faculty. This paper presents demographics and course performance for 155 students over five years. Pass rates were similar to other distance education courses. Research students were surveyed by questionnaire, and external supervisors and AU faculty were interviewed, to examine the outcomes of these project courses for each group. Students reported high levels of satisfaction with the course, local supervisors, and faculty coordinators. Students also reported that the experience increased their interest in research, and the probability that they would pursue graduate or additional certification. Local supervisors and faculty affirmed that the purposes of project courses are to introduce the student to research, provide opportunity for students to use their cumulative knowledge, develop cognitive abilities, and independent thinking. The advantages and challenges associated with this course model are discussed.</p>
Highlights
Most educational jurisdictions require post-secondary institutions to have some sort of undergraduate research experience in the sciences1 to meet their program accreditation
This paper presents the Athabasca University (AU) model for undergraduate research across a range of science disciplines in the form of senior project courses, which is both unique and addresses many of the challenges in accomplishing this successfully at a distance
Our surveys revealed some areas for improvement in the AU model including improving communications with students and external supervisors and providing incentives or recognition to faculty to coordinate research projects with those external supervisors
Summary
Most educational jurisdictions require post-secondary institutions to have some sort of undergraduate research experience in the sciences to meet their program (and sometimes institutional) accreditation. The benefits of undergraduate research in science are well established and there is strong consensus in the literature that it is an effective vehicle for learning (Short, Healey, & Romer, 2010; Seymour, Hunter, Laursen, & DeAntoni, 2004; Bauer & Bennett, 2003; Kardash, 2000). It is not surprising that the practical components (laboratories, field work, clinics) are at the heart of most science programs, or that more research activities are being introduced at the undergraduate level (Taraban & Blanton, 2008)
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