Benefits of self-paced learning modules for teaching quantitative methods in environmental science

This is a multiple-indicators evaluation of an innovative approach, using self-paced learning modules accompanying computerised exercises as an adjunct to teaching quantitative concepts and skills to environmental science students at university. The evaluation data, based on a pre-unit and a post-un...

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Bibliographic Details
Published in:International journal of science education 1997-08, Vol.19 (7), p.835-848
Main Authors: Mak, Anita S, Georges, Arthur
Format: Article
Language:English
Subjects:
Computereinsatz
Curriculum subjects: programmes and methods
Educational sciences
Exact and natural sciences
Learning modules
Lehrbuch
Lernprogramm
Pacing
Selbstbestimmtes Lernen
Student
Studium
Teaching effectiveness
Teaching methods
Umweltphysik
University teaching
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Summary:This is a multiple-indicators evaluation of an innovative approach, using self-paced learning modules accompanying computerised exercises as an adjunct to teaching quantitative concepts and skills to environmental science students at university. The evaluation data, based on a pre-unit and a post-unit questionnaire survey completed by 38 students, show high levels of student satisfaction with the unit as a whole, and the self-paced workbooks in particular. Students also indicated a clear preference for learning from self-paced workbooks compared to learning from textbooks. Some students applied the quantitative skills acquired to other academic units, or took the initiative to learn to use additional statistical procedures (not covered in the unit) for academic purposes. However, comparison of students' levels of interest and confidence in quantitative subjects before and after the completion of the unit did not yield significant changes. Implications of the research findings for university science education are discussed. (Autorenreferat).
ISSN:0950-0693
1464-5289
DOI:10.1080/0950069970190707