Remote access technologies enable students to investigate science by utilizing scientific tools and communicating in real-time with scientists and researchers with only a computer and an Internet connection. Because remote access technologies offer students unique learning experiences, for the first time in history students can become virtual researchers and collect and share scientific data. The purpose of this study was to identify factors that contribute to successful remote learning investigations, document students’ perceptions of ownership of data, science motivation, science identity, learning outcomes in conjunction with a remote investigation, and to document students’ perceptions of virtual presence during a remote investigation.
This study, conducted with high school students (n = 72), explored the impact of students’ perception of ownership of data during a remote investigation. A pretest-posttest control group design was used and students were randomly assigned to one of two treatment groups: students able to collect their own insect to use during the remote investigation (n = 36) and students that did not collect their own insects to view during the remote investigation (n = 36).
The results of this study showed that students’ perception of ownership of data does not significantly change their perceptions of motivation to do science, science identity, and learning outcomes during a remote investigation. Students’ in the experimental group reported being less distracted during the remote investigation than students in the control group, whereas students in the control group reported controlling the technology was easier than the experimental group. The remote investigation positively influenced students’ learning outcomes and students’ perception of science identity. Exploratory factor analysis of all identified constructs in the remote investigation indicated that Science Learning Drive (students’ perception of their competence and performance in science and intrinsic motivation to do science), Environmental Presence (students’ perception of control of the remote technology, sensory and distraction factors in the learning environment, and relatedness to scientists), and Inner Realism Presence (students’ perceptions of how real is the remote program and being recognized as a science-oriented individual) are factors that contribute to a successful remote investigation. This study provided valuable information of students’ perceptions of motivation, science identity, and virtual presence during a remote investigation that can provide insight into remote learning environments.
|Advisor:||Jones, M. Gail|
|School:||North Carolina State University|
|School Location:||United States -- North Carolina|
|Source:||DAI-A 75/10(E), Dissertation Abstracts International|
|Subjects:||Educational technology, Science education|
|Keywords:||Remote microscopy, Science education, Student identity, Student motivation, Student ownership, Virtual presence|
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