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Instructional strategies for teaching science online
Conference Paper in Proceedings - Frontiers in Education Conference · October 2013
DOI: 10.1109/FIE.2013.6685081
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Instructional Strategies for Teaching Science
Online
Dazhi Yang
Department of Educational Technology
Boise State University
Boise, United States
Abstract—This work in progress reports the design and
initial implementation of a complete online statistics course. It
focuses on applications and adaptations of effective instructional
strategies based on current research and best practice of teaching
quantitative oriented courses (math, statistics, and engineering)
online. The online statistics course was an introductory course and
covered common statistical concepts and their applications in
educational research for graduate students in educational
technology. The course was equivalent to an undergraduate level
statistics class for students majoring in science, technology, math,
and engineering (STEM). Thus the implications of this project in
terms of effective instructional strategies and online course design
are relevant to a board audience including course designers,
instructors, and students in science and engineering.
Keywords--teaching
online;
statistics;
instructional
strategies
I. INTRODUCTION
Online courses continue to grow unprecedentedly in
higher education. According to the tenth annual survey
released by the Sloan Consortium, more than 6.7 million
students took at least one online course during the fall of 2011
[1]. In addition, thirty-two percent of postsecondary students
took at least one course online in 2011. In practice, more
instructors are teaching or will teach online courses. However,
teaching online is fundamentally different from teaching in a
face-to-face setting [2], [3]. Instructors teaching online find it
more difficult and time-consuming to teach. It is even more
difficult to teach science and other quantitative orientated
courses completely online because these courses usually
require more hands-on activities and live demonstrations [4].
Meanwhile more educators agree that quantitative orientated
courses such as math and statistics can be effectively taught
online despite of their application-based nature [4], [5].
However, little has been done in developing effective
instructional strategies for teaching such courses online [4].
The research aspect of this project in addition to the design
and implementation of an online course was to investigate
student’s feedback and perspectives on the effectiveness of the
instructional strategies and activities adopted in a complete
online statistics course.
This work in progress reports the design and initial
implementation of a full online statistics course, focusing on
978-1-4673-5261-1/13/$31.00 ©2013 IEEE
applications and adaptations of effective instructional
strategies based on current research and best practice of
teaching quantitative oriented courses online. The statistics
course was intended for graduate students who were pursuing
their masters’ degrees in the field of educational technology.
The course covered common statistical concepts and their
applications in educational research. It was equivalent to an
undergraduate level statistics course for students majoring in
STEM fields.
II. INSTRUCTIONAL STRATEGIES ADOPTED
There were not many studies on effective
instructional strategies for teaching science online. Thus the
author extended the literature review on effective instructional
strategies and best practice for teaching science online to
quantitative oriented courses which include math, statistics
and engineering. Four main strategies are most frequently
adopted and implemented: (1) promoting interactivity through
asynchronous and synchronous communications or delivery
[7] - [8], [2], (2) facilitating the applications of concepts using
strategies such as problem-based learning [10], [12] ; (3) using
video demonstrations (such as screencasts for demonstrating
tools and programs) [13], [14], and (4) conveying a strong
social presence or a sense of belonging to a learning
community [17] - [18].
Main instructional strategies adopted in this online
statistics course included: online discussion forum, video
demonstrations of statistical tests and procedures in SPSS,
case studies of published research articles, mini projects,
learning module reflections. The course used Moodle (a
learning management system) to host all the course content.
Table 1 briefly summarizes the literature review and
instructional strategies adopted in the course
Interaction can be promoted through either
synchronous or asynchronous communication modes.
Synchronous communication involves real-time interaction
such as instant messaging, chat rooms, and online office
hours. They address concerns immediately [8] and are
believed to be more effective than asynchronous delivery
mode [9]. However, they are often not practical for students
that have difficulty meeting at fixed times. Asynchronous
communication allows students to have more flexibility and
work at their own pace [8], [11]. A drawback to this approach
is a delayed time response and difficulty in collaboration.
Regardless of delivery modes, conveying a strong social
presence is essential to connecting with students in online
courses [17], [18]. This improves perceived instructor support
[17] and promotes students' participation. Effective teaching
strategies also include the use of problem-based learning [11],
case studies [3], and video demonstrations [13], [14].
Although time consuming and challenging to implement
online, these methods promote engagement, help students
construct their own knowledge [5], [3], and enhance teaching
statistical software packages [15].
III. PRELIMINARY RESULTS
The preliminary analysis of all students’ reflections
submitted for six modules of the course indicated that all
instructional strategies adopted were effective. Due to the
page limit, we will not discuss details of the results. This
online course will be redesigned based on the student’s
feedback (reflections) on the initial implementation and will
also be incorporated with some mobile learning components
during the summer of 2013. The mobile learning components
include but are not limited to the following: allowing course
website accessible via smart phones and iPads; incorporating
some components for motivating and alleviating students’ fear
and anxiety toward learning statistics; incorporating some
content-based Apps. for students to manipulate some difficult
concepts, such as types of errors. The redesigned course will
be offered again in Fall 2013.
Video
demonstrations
[13], [14]
Social presence
[17], [18]
How to achieve?
Pros & Cons
Interactivity,
[6], [7], [2]
Synchronous
communication/delivery
mode [8], [9]
•Instant
message
through course website
•Chat rooms
•Office hours provided
• Pros: More effective than textbased asynchronous delivery
mode [9]; Enables students to be
active & collaborative learners
[7]; Promote higher level
cognitive skills [7], [2]; Address
concerns immediately, and
immerse in problem-solving and
decision-making processes [8];
• Cons: Cost more for equipment;
Not practical –meet in fixed
time/travel [11]
• Pros: Enables students to be
active & collaborative learners [6]
-[7], [2]; Work at their own pace,
offers greater flexibility and have
more time to reflect on their
learning [8], [11];
• Cons: Unsatisfied with
instructors’ responses at a delayed
time [5]; Unease of collaborating
[5]
Asynchronous
communication/delivery
mode [8], [12]
•Online discussion
forum
•emails
Applications of
concepts [10],
[12]
•Problem-based
learning (PBL) [11]
•Case studies [3]
•Case studies
•Mini projects
• Pros: Increase engagement [5],
[3]; Help students construct their
own statistical knowledge [5], [3];
Allows students to play a more
proactive role in their learning [3];
Pros: Improve perceived instructor
support [17]; Promote students’
participation in learning activities;
REFERENCES
[1]
[2]
TABLE 1. EFFECTIVE INSTRUCTIONAL STRATEGIES REVIEWED
AND ADOPTED
Strategies/
activities
•Different
tools/programs
•Existing videos from
Internet
•Screencasts
•Introduction videos
•Video introduction &
instructor profile [16],
[19]
•Discussion forum
•Different
communication
channels [20]
•Video introduction &
instructor profile
•Discussion forum
•Different
communication
channels
• Cons: Time consuming to
prepare; Not easily implemented
in online
• Pros: Enhance teaching statistical
software packages online [15];
Cons: Length limit and should
only contain the right amount of
information [11], [16]
[3]
[4]
[5]
[6]
[7]
[8]
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K. S. Davis, W. & Snyder, “Fostering science education
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[10] D. K. Strang, “Skype synchronous interaction
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