Abstract
This article focuses on students' perspectives on various aspects of learning science at a distance, such as ‘expectations,’ ‘learning outcomes,’ and ‘satisfaction’. Two foundation science courses offered by the School of Science and Technology at the Open University of Hong Kong (OUHK) were selected for the study. A series of indepth interviews was carried out with students enrolled in these courses, followed by questionnaire surveys and field observations in order to validate and triangulate the interview data. The findings revealed that students placed a high value on practical work in science courses. Moreover, the more familiar with the course subject, the less difficulty they anticipate in learning science via distance education. Two significant correlations were also found, between the perception of practical work and satisfaction, and between the attendance rate and the perception of practical work with distance learning at OUHK. This research adds to knowledge of disciplinebased distance education research in terms of empirical data in both qualitative and quantitative forms. Further investigation on this issue may help instructional designers and developed of science courses in the decision on various aspects of course design and development.
Highlights
Because of the nature of the discipline, science often involves students in first-hand experiences such as observation, measurement, or experiment, in tertiary-level education (Kirschner, 1991)
Apart from basic academic reasons, ensuring that students engage in practical work becomes critical when it comes to the issue of credit transfer between educational institutions, as it can fairly represent the credibility of science courses (Kennepohl & Last 2000)
Concerning the expectations of practical work built into S121 and S122, it was found that most surveyed students (97.9%) thought it was essential for a science course to include practical work even though the course materials were delivered in a distance mode of education
Summary
Because of the nature of the discipline, science often involves students in first-hand experiences such as observation, measurement, or experiment, in tertiary-level education (Kirschner, 1991). It can present a challenge, for distance education. AAOU Journal, Vol 2, No 1, Maret 2006, 1-10 institutions when offering science courses because of the fewer occasions for students to be on campus where laboratory facilities, relevant equipment, and teaching staff are provided (Holmberg & Bakshi, 1982). Apart from basic academic reasons, ensuring that students engage in practical work becomes critical when it comes to the issue of credit transfer between educational institutions, as it can fairly represent the credibility of science courses (Kennepohl & Last 2000). One inherent disadvantage of this option is related to cost and time availability on the part of students as well as teaching institutions and staff
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
