Inquiry-based learning and e-mentoring via videoconference: a study of mathematics and science learning of Canadian rural students

This research seeks to (1) establish a feasible development and implementation model for an inquiry-based learning environment with e-mentoring using videoconference, and (2) apply the model to examine its impact on rural students' learning. To achieve these goals, we developed a model of inqui...

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Bibliographic Details
Published in:Educational technology research and development 2010-12, Vol.58 (6), p.729-753
Main Authors: Li, Qing, Moorman, Lynn, Dyjur, Patti
Format: Article
Language:English
Subjects:
Active learning
Bears
Canada
Career Awareness
Career development
Computer Uses in Education
Curricula
DEVELOPMENT
Development Article
Discovery learning
Education
Educational environment
Educational Strategies
Educational Technology
Electronic Learning
Foreign Countries
Inquiry
Inquiry method
Instructional Design
Instructional Effectiveness
Learning
Learning and Instruction
Learning experiences
Mathematics
Mathematics education
Mathematics Instruction
Mentoring
Mentors
Program Descriptions
Rural Education
Rural schools
Science education
Science Instruction
Science learning
Sciences education
Student Motivation
Students
Teleconferencing
Video Technology
Video teleconferencing
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Summary:This research seeks to (1) establish a feasible development and implementation model for an inquiry-based learning environment with e-mentoring using videoconference, and (2) apply the model to examine its impact on rural students' learning. To achieve these goals, we developed a model of inquiry-based learning with e-mentoring (IBLE) based on CII's inquiry model (Community Informatics Initiative 2009; http://inquiry.uiuc.edu/). We then tested the effectiveness of the IBLE model and reported our work in a rural context. Results showed that IBLE had enhanced students' learning, most significantly on their affective development, including increased motivation, broadened understanding, and augmented career awareness. Implications for design and limitations of the study are also discussed.
ISSN:1042-1629
1556-6501
DOI:10.1007/s11423-010-9156-3