Project

Design, Development, Implementation, and Evaluation of Blended and Online High School Science Courses

Goal: This project is based off of the researcher's initial pilot and subsequent iterations of Open Educational Resource (OER) enhanced Moodle courses for high school level Chemistry and Aquatic Science instruction during the 2019-2020 school year. From September 2019 through March 2020, each iteration of the blended OER Moodle courses were informed by quantitative student achievement data and their qualitative recommendations for improvement. Further, rapid e-Learning Processes were used to instantly convert the courses from a blended to virtual environment following school closure due to COVID-19. Based on the results of the March-May administration of the courses, student achievement and engagement persisted.
In the context of the 2020-2021 school year, a second version of the blended/online course was designed based on "lessons learned" during the 2019-2021 school year. As a part of this process, the researcher hopes to measure how high school students' achievement and experiences within these environments are impacted by the instructional affordances of instructor presence and learner control. Further, this project serves to inform K-12 administrators, technology professionals, and educators in the effective design and evaluation of OER enhanced virtual learning environments (VLEs).

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Project log

Jaime Mcqueen
added a project goal
This project is based off of the researcher's initial pilot and subsequent iterations of Open Educational Resource (OER) enhanced Moodle courses for high school level Chemistry and Aquatic Science instruction during the 2019-2020 school year. From September 2019 through March 2020, each iteration of the blended OER Moodle courses were informed by quantitative student achievement data and their qualitative recommendations for improvement. Further, rapid e-Learning Processes were used to instantly convert the courses from a blended to virtual environment following school closure due to COVID-19. Based on the results of the March-May administration of the courses, student achievement and engagement persisted.
In the context of the 2020-2021 school year, a second version of the blended/online course was designed based on "lessons learned" during the 2019-2021 school year. As a part of this process, the researcher hopes to measure how high school students' achievement and experiences within these environments are impacted by the instructional affordances of instructor presence and learner control. Further, this project serves to inform K-12 administrators, technology professionals, and educators in the effective design and evaluation of OER enhanced virtual learning environments (VLEs).